Models of Teaching Literature PDF

 MODELS OF TEACHING LITERATURE Example Texts: Poems by Emily Dickinson or T.S. Eliot can be effective for exploring language and form, while novels like The Great Ga...

 MODELS OF TEACHING LITERATURE Example Texts: Poems by Emily Dickinson or T.S. Eliot can be effective for exploring language and form, while novels like The Great Gatsby by F. Scott LANGUAGE MODEL Fitzgerald offer rich opportunities for examining narrative style and Overview: The Language Model emphasizes the structural and stylistic language. features of literature. It centers on the idea that a deep understanding of language enhances appreciation and critical analysis of literary texts. CULTURAL MODEL Key Features: Overview: The Cultural Model examines literature as a reflection of cultural Linguistic Analysis: This model encourages close reading contexts and social issues. It emphasizes the interplay between literature and techniques that focus on the language used by authors. Students learn the cultural, historical, and social forces that shape it. to dissect sentences, analyze word choices, and explore the significance of tone and voice. Key Features: Understanding Literary Devices: Students are taught to identify Cultural Contextualization: Students explore how literature is and understand literary devices such as metaphor, simile, alliteration, influenced by the historical and cultural contexts in which it was symbolism, and irony. Understanding these devices helps them produced. This includes examining the author's background, the time appreciate how authors create meaning and evoke emotions. period, and prevailing social norms. Syntax and Structure: The model examines how sentence structure Diverse Voices and Perspectives: This model advocates for and paragraph organization contribute to a text’s overall impact. This including a variety of voices in the curriculum, particularly those analysis includes looking at how varying sentence lengths, from marginalized or underrepresented groups. This helps students punctuation, and rhythm can affect reading. understand different cultural experiences and perspectives. Vocabulary Development: By engaging with rich texts, students Critical Social Analysis: Literature is viewed as a platform for expand their vocabulary and improve their language skills, which are discussing social issues such as race, gender, class, and identity. crucial for both literary analysis and overall communication. Students learn to analyze how texts address and critique societal norms. Teaching Strategies: Interdisciplinary Connections: The model encourages connections Close Reading Exercises: Assign students specific passages for between literature and other fields such as history, sociology, and detailed analysis, focusing on language and literary devices. cultural studies, enhancing students’ understanding of the broader Creative Writing Assignments: Have students write their own short cultural implications of literary works. stories or poems, encouraging them to experiment with language and Teaching Strategies: stylistic techniques they’ve studied. Thematic Units: Organize readings around themes such as identity, Discussion and Debate: Facilitate discussions that encourage power, or resistance, allowing students to explore these concepts students to articulate their interpretations and analyses of texts, across different cultures and time periods. reinforcing their verbal communication skills.  Research Projects: Have students investigate the historical or Teaching Strategies: cultural background of a text, presenting their findings to the class to Journaling: Encourage students to keep reflective journals where foster discussions about context. they respond to readings personally, exploring their thoughts and Group Discussions: Facilitate discussions that encourage students to feelings about characters and themes. share their cultural backgrounds and perspectives, promoting a Creative Expression: Allow students to express their understanding deeper understanding of diverse interpretations of literature. of a text through various forms, such as art, drama, or creative Example Texts: Chinua Achebe’s Things Fall Apart, Toni Morrison’s writing, emphasizing personal interpretation. Beloved, and Gabriel Garcia Marquez’s One Hundred Years of Solitude Empathy Exercises: Incorporate activities that encourage students provide rich cultural contexts for analysis. to step into characters’ shoes, discussing how they might react in similar situations. PERSONAL GROWTH MODEL Example Texts: J.D. Salinger’s The Catcher in the Rye, Maya Angelou’s I Know Why the Caged Bird Sings, and John Green’s The Fault in Our Stars Overview: The Personal Growth Model emphasizes the transformative invite deep personal reflection and emotional engagement. potential of literature for individual readers. It focuses on literature as a means of self-discovery, emotional exploration, and personal development. Key Features: Conclusion Self-Exploration: Literature serves as a mirror for readers to explore Each of these models offers a unique lens through which literature can be their own identities, beliefs, and values. Students are encouraged to taught, enriching students’ understanding and appreciation of texts. By reflect on how characters’ experiences resonate with their own lives. integrating elements from all three models, educators can create a multifaceted literary curriculum that promotes linguistic skills, cultural Emotional Engagement: This model prioritizes emotional responses awareness, and personal growth. to literature, fostering empathy and understanding. It recognizes the power of storytelling in connecting readers to the human experience. Activity: Discussion Points Moral and Ethical Reflection: Literature often presents ethical Integration of Models: How can teachers effectively combine dilemmas and moral questions. The model encourages students to elements from these models to create a comprehensive approach to engage with these issues, fostering critical thinking about their own teaching literature? values and beliefs. Challenges in Implementation: What obstacles might educators Community and Connection: Group discussions and activities face in applying these models in diverse classrooms? foster a sense of community, where students can share their Text Selection: How do the chosen texts influence the effectiveness interpretations and experiences, deepening their connection to the of each model in the classroom? text and each other.  APPROACHES TO TEACHING LITERATURE Example Texts: Poems by Robert Frost or narratives by Virginia Woolf can be particularly effective for exploring language use and its implications. LANGUAGE-BASED APPROACH Overview: The Language-Based Approach emphasizes the linguistic features PARAPHRASTIC APPROACH of texts, focusing on how language constructs meaning. It involves analyzing vocabulary, syntax, and grammar to understand literature more deeply. Overview: The Paraphrastic Approach focuses on the act of rephrasing and interpreting texts in simpler terms. It aids comprehension by breaking down Key Features: complex ideas and language, making literature more accessible. Focus on Language: This approach encourages students to pay Key Features: attention to word choice, tone, and sentence structure. By examining these elements, students gain insights into the author’s intent and the Simplification of Texts: Students are encouraged to rephrase text’s overall meaning. difficult passages, which can help clarify meaning and ensure understanding of the text. Textual Analysis: Close reading is central to this approach. Students analyze specific passages to uncover layers of meaning, examining Engagement with Themes: By paraphrasing, students engage more how language influences tone, mood, and character development. deeply with the themes and ideas presented in the text, fostering critical thinking. Vocabulary Development: Students expand their vocabulary and improve their linguistic skills by engaging with complex texts. This Connection to Personal Experience: This approach allows students helps them articulate their interpretations more effectively. to relate the text to their own lives, as rephrasing can highlight personal relevance and interpretation. Literary Devices: The approach highlights the use of literary devices (e.g., metaphor, simile, symbolism) and how they contribute Collaborative Learning: Paraphrasing often lends itself to group to the text's meaning and aesthetic quality. work, where students can discuss and refine their interpretations collectively. Teaching Strategies: Teaching Strategies: Close Reading Exercises: Assign specific passages for in-depth analysis, prompting students to dissect language and explore its Group Paraphrasing Exercises: Have students work in small impact on meaning. groups to paraphrase sections of a text, then present their interpretations to the class. Vocabulary Journals: Encourage students to maintain journals where they record new words and phrases, along with their meanings Reflective Writing: After paraphrasing, students can write reflective and contexts. pieces on how their understanding of the text changed through the process. Creative Writing Exercises: Have students experiment with language by rewriting passages from different perspectives or styles. Comparison Activities: Ask students to compare their paraphrases with the original text to discuss differences and nuances in meaning. Example Texts: Shakespeare’s plays or complex prose from authors like Debate Activities: Organize debates on moral issues presented in the James Joyce can be effective for paraphrastic exercises, as they often contain literature, allowing students to articulate and defend their viewpoints. rich language that benefits from simplification. Example Texts: Works like Dostoevsky’s Crime and Punishment, Harper Lee’s To Kill a Mockingbird, and John Steinbeck’s Of Mice and Men invite rich moral exploration. MORAL-PHILOSOPHICAL APPROACH Overview: The Moral-Philosophical Approach examines the ethical and philosophical questions posed by literary texts. It encourages students to STYLISTICS Approach engage with the moral dilemmas presented in literature and reflect on their Overview: The Stylistics Approach examines the formal aspects of literature, own beliefs and values. focusing on style and how it contributes to meaning. It combines linguistic Key Features: analysis with literary theory to explore how authors use language creatively. Exploration of Themes: This approach focuses on themes such as Key Features: justice, love, sacrifice, and the human condition, prompting students Analysis of Style: This approach looks at how various stylistic to consider the moral implications of characters' choices. elements, such as tone, diction, imagery, and rhythm, work together Critical Reflection: Students are encouraged to reflect on their own to create meaning in a text. values and beliefs in relation to the dilemmas faced by characters, Interdisciplinary Nature: Stylistics draws from linguistics, literary fostering personal growth. theory, and cultural studies, allowing for a multifaceted analysis of Philosophical Inquiry: This approach often involves discussions texts. about ethical theories and philosophical concepts, enhancing Attention to Form: Students learn to appreciate how form students’ understanding of moral philosophy. influences content, understanding that style is integral to the meaning Connection to Current Issues: Literature is used as a lens to of a literary work. examine contemporary social and ethical issues, encouraging Critical Thinking: By analyzing style, students engage in higher- students to make connections between texts and the world around order thinking, evaluating how authors' choices affect reader them. interpretation. Teaching Strategies: Teaching Strategies: Socratic Seminars: Facilitate discussions where students explore Stylistic Analysis Assignments: Have students conduct detailed moral questions raised by the text, encouraging critical thinking and analyses of specific passages, focusing on stylistic choices and their dialogue. effects. Reflective Essays: Assign essays that prompt students to reflect on Comparative Studies: Encourage students to compare different moral dilemmas in the text and how they relate to their personal authors’ styles or the same author’s style across different works to experiences and beliefs. identify patterns and variations.  Creative Stylistic Exercises: Allow students to rewrite passages in Key Features: different styles (e.g., formal, colloquial, poetic) to explore the impact o Recall of Facts: Questions require students to retrieve of style on meaning. specific information directly from the text. Example Texts: The poetry of W.H. Auden or the prose of Gabriel Garcia o Basic Understanding: These questions ensure that students Marquez offers rich opportunities for stylistic analysis, as both authors comprehend the content on a surface level. employ distinct and impactful styles. o Objective Responses: Answers are typically clear-cut and can often be found directly in the reading material. Conclusion Examples: Each of these approaches offers unique methodologies for teaching literature, o What is the main character’s name? allowing educators to tailor their instruction to meet diverse learning needs o Where does the story take place? and interests. By incorporating elements from all four approaches, teachers o What event happens at the end of the chapter? can create a comprehensive and engaging literary curriculum that fosters Teaching Strategies: critical thinking, personal reflection, and an appreciation for the complexity of literature. o Guided Reading: Use comprehension checks during reading to reinforce understanding. Activity: Discussion Points o Graphic Organizers: Help students summarize key details Integration of Approaches: How can educators effectively integrate in a structured format. these approaches to create a holistic teaching strategy? Challenges in Application: What challenges might arise in implementing these approaches in diverse classrooms? Inferential Comprehension Questions Text Selection Criteria: How does the choice of text influence the Overview: These questions require students to read between the lines and effectiveness of each teaching approach? make inferences based on the text. They assess students' abilities to interpret information and understand implicit meanings. Key Features: LEVELS OF COMPREHENSION QUESTIONS o Critical Thinking: Students must analyze clues and context Literal Comprehension Questions to draw conclusions. Overview: These questions focus on the basic understanding of the text. o Beyond the Text: Answers are not directly stated; students They assess whether students can recall facts, details, and straightforward must use their reasoning skills. information presented in the material. o Connection to Textual Evidence: Students need to support their inferences with evidence from the text. Examples: Examples: o What do you think the author meant by the phrase “the o Do you think the author successfully conveyed the theme of shadows loomed large”? friendship? Why or why not? o How does the main character feel about the events unfolding o What are the strengths and weaknesses of the main in the story? character’s decisions? o Why do you think the author chose to describe the setting in o How does the setting influence the plot, and is it effective in such detail? conveying the story’s message? Teaching Strategies: Teaching Strategies: o Discussion Circles: Facilitate group discussions where o Debates: Organize debates on key themes or character students share their inferences and support them with text motivations, encouraging students to articulate and defend evidence. their viewpoints. o Think-Pair-Share: Allow students to formulate inferences o Journaling: Have students write reflective essays or individually before discussing with a partner. journals responding to evaluative questions about the text. Evaluative Comprehension Questions Applied Comprehension Questions Overview: These questions encourage students to critically evaluate the text, Overview: These questions ask students to apply their understanding of the its themes, and the author’s choices. They assess students' ability to form text to new situations or concepts. This level emphasizes the transfer of judgments and opinions based on their readings. knowledge and skills to real-world contexts. Key Features: Key Features: o Analysis of Themes: Students reflect on the broader o Application of Knowledge: Students use their implications of the text. understanding of the text to address hypothetical scenarios or contemporary issues. o Personal Interpretation: Answers often reflect students’ personal views, supported by textual evidence. o Creative Thinking: Answers may involve creative solutions or new interpretations. o Critical Engagement: Students engage with the text on a deeper level, questioning the author’s intent and o Real-World Connections: Students relate the text to effectiveness. personal experiences or current events. Examples: ASSESSMENT STRATEGIES IN TEACHING LITERATURE o How would the story change if it were set in today’s society? Formative Assessment o Can you think of a modern example that reflects the themes Overview: Formative assessments are ongoing evaluations that occur during of the text? the learning process. They provide immediate feedback and help educators adjust their teaching strategies to meet student needs. o If you were in the main character’s position, how would you react differently? Key Features: Teaching Strategies: Continuous Feedback: Allows teachers to gauge understanding in real time and provide support as needed. o Project-Based Learning: Assign projects that require students to apply concepts from the text to real-life Low Stakes: Generally not graded, encouraging risk-taking and situations. exploration without fear of failure. o Role-Playing: Have students act out scenarios that could Informal and Flexible: Can take various forms and be adapted occur in the text, exploring different outcomes. based on classroom dynamics. Examples: Conclusion Exit Tickets: At the end of a lesson, students write down one thing they learned and one question they still have about the text. Understanding and utilizing different levels of comprehension questions can significantly enhance students' reading experiences and analytical skills. By Quick Writes: Students respond to a prompt about the text in a short incorporating a range of questions—from literal to applied—educators can paragraph during class. encourage deeper engagement with texts, promote critical thinking, and help Think-Pair-Share: Students discuss their interpretations with a students make meaningful connections between literature and their own lives. partner, then share insights with the class. Activity: Discussion Points Teaching Strategies: Balancing Question Types: How can educators balance the use of Use quick formative assessments to identify concepts that need different comprehension question types to support all learners? further exploration. Assessing Understanding: What strategies can be used to assess Regularly check for understanding through discussion and students' comprehension effectively? questioning. Adapting Questions for Diverse Texts: How might the approach to questioning differ based on the genre or complexity of the text? Summative Assessment Authentic Learning: Students engage in activities that mirror real- life applications of literature. Overview: Summative assessments evaluate student learning at the end of an instructional period. They often contribute significantly to students' overall Creativity and Critical Thinking: Encourages students to think grades. critically and express their understanding creatively. Key Features: Collaboration: Often involves group work, fostering teamwork and communication skills. Comprehensive Evaluation: Assesses knowledge and skills acquired over a unit or course. Examples: Structured Format: Often takes the form of tests, essays, or Dramatic Readings or Performances: Students act out scenes or projects. read passages with expressive interpretation. Benchmark for Progress: Helps measure overall student Creative Projects: Students create visual art, digital presentations, achievement and effectiveness of instruction. or multimedia projects related to a text. Examples: Debates: Organize debates on themes or characters’ decisions, allowing students to articulate and defend their positions. Literary Analysis Essays: Students analyze a specific text or theme, demonstrating their understanding and interpretation. Teaching Strategies: Unit Tests: Multiple-choice, short answer, or essay questions Encourage students to choose projects that resonate with their covering major themes, characters, and literary devices. interests. Final Projects: Creative presentations or artistic interpretations that Use peer assessment to foster collaboration and reflection on group encapsulate students’ understanding of the text. work. Teaching Strategies: Clearly communicate assessment criteria and expectations. Peer and Self-Assessment Provide rubrics that outline how different aspects of the assignment Overview: Peer and self-assessments encourage students to evaluate their will be evaluated. own or their classmates' work. These strategies promote self-reflection and critical thinking. Key Features: Performance-Based Assessment Ownership of Learning: Students take responsibility for their Overview: Performance-based assessments require students to demonstrate learning by reflecting on their work. their understanding through real-world tasks or creative projects. They allow for a practical application of knowledge and skills. Development of Critical Skills: Evaluating others’ work helps students develop analytical skills and gain new perspectives. Key Features:  Constructive Feedback: Encourages a culture of feedback and Examples: improvement. Online Quizzes: Use platforms like Kahoot! or Quizizz for fun, Examples: interactive assessments on key themes and characters. Peer Review: Students exchange drafts of literary analyses and Discussion Boards: Utilize tools like Padlet or Google Classroom provide constructive feedback using a rubric. for online discussions where students can post responses and engage with peers. Self-Reflection Journals: Students write reflections on their learning processes, analyzing their strengths and areas for Digital Portfolios: Students compile their work in digital formats, improvement. showcasing their understanding of various texts over time. Group Discussions: Facilitate discussions where students critique Teaching Strategies: and offer suggestions for improvement on each other’s Integrate technology meaningfully into assessments, ensuring it interpretations. enhances learning rather than distracts. Teaching Strategies: Encourage students to reflect on their digital portfolios and track Teach students how to give constructive feedback using specific their growth. guidelines. Provide clear criteria for self-assessment to guide students in Conclusion reflecting on their work. Incorporating a variety of assessment strategies in teaching literature can provide a comprehensive understanding of students’ abilities and Digital Assessment Tools engagement. By employing formative, summative, performance-based, peer and self-assessment, and digital assessment tools, educators can create a Overview: With the rise of technology, digital assessment tools offer dynamic learning environment that fosters critical thinking, creativity, and a innovative ways to evaluate student comprehension and engagement with deep appreciation for literature. literature. Activity: Discussion Points Key Features: Choosing the Right Assessment: How can educators determine Interactive Learning: Engages students through multimedia which assessment strategy is most appropriate for specific learning resources and interactive platforms. objectives? Data Collection: Provides valuable data on student performance and Balancing Assessment Types: What are effective ways to balance learning trends. different assessment types to support all learners? Accessibility: Allows for diverse assessment formats catering to Feedback and Improvement: How can feedback from assessments different learning styles. be used to inform future instruction and improve student learning? Genres of Literature Genres of Literature Graphic Organizer There are 2 Key Words in this topic: Genre; and Literature What is Literature? What is Literature?  Literature, in its broadest sense, consists of any written productions.  It refers to those deemed to have artistic or intellectual value, or which deploy language in ways that differ from ordinary usage.  In Western Europe prior to the eighteenth century, literature as a term indicated all books and writing. (Leitch et al., The Norton Anthology of Theory and Criticism, 28) What is Literature?  The value judgment definition of literature considers it to cover exclusively those writings that possess high quality or distinction, forming part of the so-called Belles-lettres ('fine writing') tradition. (Eagleton, Literary theory: an introduction, 9)  This sort of definition is that used in the Encyclopædia Britannica Eleventh Edition (1910–11) where it classifies literature as: "the best expression of the best thought reduced to writing." What is Literature?  Problematic in this view is that there is no objective definition of what constitutes "literature“.  Anything can be literature, and anything which is universally regarded as literature has the potential to be excluded, since value judgments can change over time. What is Genre? What is Genre?  is any category of literature, music, or other forms of art or entertainment, whether written or spoken, audio or visual, based on some set of stylistic criteria.  Genres form by conventions that change over time as new genres are invented and the use of old ones is discontinued.  Often, works fit into multiple genres by way of borrowing and recombining these conventions. What is Genre?  Genre began as an absolute classification system for ancient Greek literature. Poetry, prose, and performance each had a specific and calculated style that related to the theme of the story. There are 3 Genres of Literature  Poetry  Prose  Drama Poetry Genre of Literature Poetry  is a form of literature that uses aesthetic and rhythmic qualities of language. e.g. Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date: Poetry has 3 different kinds:  LyricPoetry;  Narrative Poetry; and  Descriptive and Didactic Poetry. Lyric Poetry  Is a comparatively short, non-narrative poem in which a single speaker presents a state of mind or an emotional state.  It has 4 kinds:  Elegy - a poem of serious reflection, typically a lament for the dead.  Ode - a poem in which a person expresses a strong feeling of love or respect for someone or something.  Sonnet - a fourteen-line poem written in iambic pentameter, which employ one of several rhyme schemes and adhere to a tightly structured thematic organization.  Dramatic Monolouge - a poem in the form of a speech or narrative by an imagined person, in which the speaker inadvertently reveals aspects of their character while describing a particular situation or series of events. Examples of Lyric Poetry Elegy O Captain! My Captain! My Captain does not answer, his lips are pale and still; My father does not feel my arm, he has no pulse nor will; The ship is anchor'd safe and sound, its voyage closed and done; From fearful trip, the victor ship, comes in with object won; Exult, O shores, and ring, O bells! But I, with mournful tread, Walk the deck my Captain lies, Fallen cold and dead. Ode Ode on Intimations of Immortality from Recollections of Early Childhood by William Wordsworth. There was a time when meadow, grove, and stream, The earth, and every common sight To me did seem Apparelled in celestial light, The glory and the freshness of a dream. It is not now as it hath been of yore;-- Turn wheresoe'er I may, By night or day, The things which I have seen I now can see no more. Sonnet And every fair from fair sometime Shall I compare thee to a summer's declines, day? By chance, or nature's changing course Thou art more lovely and more untrimmed: temperate: But thy eternal summer shall not fade, Rough winds do shake the darling Nor lose possession of that fair thou buds of May, ow'st, And summer's lease hath all too Nor shall death brag thou wander'st in his shade, short a date: When in eternal lines to time thou Sometime too hot the eye of heaven grow'st, shines, So long as men can breathe, or eyes And often is his gold complexion can see, dimmed, So long lives this, and this gives life to thee. Sonnet Number 18 by William Shakespeare Melodic Drama And indeed there will be time My necktie rich and modest, but asserted by a simple pin-- To wonder, 'Do I dare?' and, 'Do I dare?' (They will say: 'But how his arms and legs are thin!') Time to turn back and descend the stair, Do I dare With a bald spot in the Disturb the universe? middle of my hair-- In a minute there is time (They will say: 'How his hair is growing thin!') For decisions and revisions which a minute will reverse.' My morning coat, my collar mounting firmly to the chin, T.S. Eliot's The Lovesong of J. Alfred Prufrock, Narrative Poetry  a form of poetry that tells a story, often making use of the voices of a narrator and characters as well; the entire story is usually written in metered verse.  It has 3 kinds:  Epics - A long narrative poem written in elevated style, in which heroes of great historical or legendary importance perform valorous deeds. (e.g. Beowulf)  Mock-epic - are typically satires or parodies that mock common Classical stereotypes of heroes and heroic literature. (e.g Alexander Pope's The Rape of the Lock)  Ballad - a poem or song narrating a story in short stanzas. Traditional ballads are typically of unknown authorship, having been passed on orally from one generation to the next as part of the folk culture. (The Second Coming William Butler Yeats (1865-1939)) Descriptive and Didactic Poetry  Both lyric and narrative poetry can contain lengthy and detailed descriptions (descriptive poetry) or scenes in direct speech (dramatic poetry).  The purpose of a didactic poem is primarily to teach something. Descriptive Poetry Smoke Light-winged Smoke, Icarian bird, Melting thy pinions in thy upward flight, Lark without song, and messenger of dawn, Circling above the hamlets as thy nest; Or else, departing dream, and shadowy form Of midnight vision, gathering up thy skirts; By night star-veiling, and by day Darkening the light and blotting out the sun; Go thou my incense upward from this hearth, And ask the gods to pardon this clear flame. Didactic Poetry 'Tis hard to say, if greater Want of Skill Appear in Writing or in Judging ill, But, of the two, less dang'rous is th' Offence, To tire our Patience, than mis-lead our Sense: Some few in that, but Numbers err in this, Ten Censure wrong for one who Writes amiss; A Fool might once himself alone expose, Now One in Verse makes many more in Prose. An excerpt from An Essay on Criticism by Alexander Pope Prose Genre of Literature Prose  written or spoken language in its ordinary form, without metrical structure. e.g. “The woods look lovely against the setting darkness and as I gaze into the mysterious depths of the forest, I feel like lingering here longer. However, I have pending appointments to keep and much distance to cover before I settle in for the night or else I will be late for all of them.” There are 2 kinds of Prose:  Fiction  Non - Fiction Fiction Fiction  Literature in the form of prose, especially short stories and novels, that describes imaginary events and people.  There are 2 kinds of Fiction literature:  Realistic Fiction - is a genre consisting of stories that could have actually occurred to people or animals in a believable setting.  Fantastic Fiction -a type of fiction that ideologically and aesthetically subordinates reality to imagination by depicting a world of marvels that is contrasted to everyday reality and to accepted views of what is credible. Non – Fiction Non – Fiction  Prose writing that is based on facts, real events, and real people, such as biography or history.  There are 4 kinds of Non – fiction literature:  Biographies - is a detailed description of a person's life. It involves more than just the basic facts like education, work, relationships, and death, but also portrays a subject's experience of these life events.  Autobiographies - is a written account of the life of a person written by that person.  Essays - is, generally, a piece of writing that gives the author's own argument — but the definition is vague, overlapping with those of an article, a pamphlet, and a short story.  Articles - a piece of writing included with others in a newspaper, magazine, or other publication.  Humour - situations, speech, or writings that are thought to be humorous Drama Genre of Literature Drama  a piece of writing that tells a story and is performed on a stage. e.g Miranda Priestly: Do you know why I hired you? I always hire the same girl- stylish, slender, of course... worships the magazine. But so often, they turn out to be- I don't know- disappointing and, um... stupid. So you, with that impressive résumé and the big speech about your so-called work ethic- I, um- I thought you would be different. I said to myself, go ahead. Take a chance. Hire the smart, fat girl. I had hope. My God. I live on it. Anyway, you ended up disappointing me more than, um- more than any of the other silly girls. - Meryl Streep (The Devil Wears Prada, 2006) There are 6 kinds of Drama:  Comedy;  Tragedy;  Farce;  Melodrama;  Fantasy; and  Musical. Comedy  Comedies are lighter in tone than ordinary writers, and provide a happy conclusion. The intention of dramatists in comedies is to make their audience laugh. Hence, they use quaint circumstances, unusual characters and witty remarks. Tragedy  Tragic dramas use darker themes such as disaster, pain and death. Protagonists often have a tragic flaw—a characteristic that leads them to their downfall. Farce  Generally, a farce is a nonsensical genre of drama, which often overacts or engages slapstick humor.  It’s basically, what you call a “Parody” Melodrama  Melodrama is an exaggerated drama, which is sensational and appeals directly to the senses of audience. Just like the farce, the characters are of single dimension and simple, or may be stereotyped. Fantasy  It is a complete fictional work where characters virtually display supernatural skills. It is more appealing to children as fairies, angels, superheroes, etc., are embedded in the plot. Use of magic, pseudo science, horror, and spooky themes through various kinds of technical devices create a perfect world of fantasy. The modern version of drama incorporates a great deal of special effects. Assignment:  BIONOTE Making: Write a bionote for 2 Filipino and 2 International Authors. Make an instagrammable presentation of the bionotes and bring it next week. Note: A bionote is a concise summary of a person's professional and academic achievements. It highlights key experiences, expertise, and contributions in their field. Typically used in academic settings, a short bio provides a quick overview of one's credentials and areas of specialization. Musical  In musical drama, the dramatists not only tell their story through acting and dialogue, nevertheless through dance as well as music. Often the story may be comedic, though it may also involve serious subjects.  CONTENT Overview on the Teaching Poetry Nature of and Dramatic Literature and its Poetry Genres 3 1 2 4 Teaching Literature Teaching Prose – An Overview and Dramatic Prose 1 Overview on the Nature of Literature and its Genres  Intended Learning Outcomes (ILOs) a. explain the purposes and genres under the literature umbrella; and b. identify notable authors appropriate for literature study in K to 12 English Literature. 3 Literature ✣ can be defined as an expression of human feelings, thoughts, and ideas transmitted through language: oral and written. ✣ is any written work that deals with man and his experiences expressed in artistic, imaginative, creative, and meaningful languages 4  Literature as Significant Human Experience 1. Literature helps us grow both personal and intellectually. 2. Literature links us with the world of which we are apart. 3. Literature enables us to transcend our immediate time, place, and culture and to make a connections w/ other human beings and their concerns. 5 4. Literature encourages us to develop mature empathy with all forms of life- human, animal, and plant. 5. Literature sharpens our sense of moral judgement. 6. Literature stimulates our imagination and ingenuity. 7. Literature shows the significance of irony, paradox, oxymoron, and ambivalence. 6 8. Literature allows us to see the world in different vantage points. 9. Literature relives history. 10. Literature reminds us that we are human beings. 7  Which among the following mentioned above best attest to your human experience in literature? Explain your answer. 8 Functions of Literature ✣ Entertainment function- “pleasure reading” ✣ Social and Political function ✣ Ideological function- shapes our way thinking. ✣ Moral function ✣ Linguistic function ✣ Cultural function ✣ Educational function ✣ Historical function 9 Purpose of Literature Literature can provide us with valuable insights about the world in which we live and about our relationships to one another, as well as to ourselves. In this sense, literature may be considered a vehicle for the exploration and discovery of our world and the culture in which we live. It allows us to explore alternative realities, to view things from the perspective of someone completely different to us, and to reflect upon our own intellectual and emotional responses to the complex challenges of everyday life. 11  Major genres of literature ✣ Prose can be defined as a form of literature that follows a normal progression of conversation and syntax. ✣ Poetry is a literary piece which uses rhyme, rhythm, and other styles in order to convey, strongly, a feeling or idea. ✣ Drama is a written work that tells a story through action and speech and is meant to be acted on a stage. 12 ✣ Fiction refers to plot, settings and characters created from imagination. ✣ Non fiction writing aims to inform or inspire the audience by using actual events, people, places or facts. 13