DIVISION ENHANCEMENT TRAINING-WORKSHOP ON DIFFERENTIATED

INSTRUCTION FOR MULTIGRADE TEACHERS

SESSION GUIDE ON CHILDREN’S LITERATURE: IT’S ROLE IN TEACHING BEGINNING

LEARNERS (Formulating Objectives for a Reading Lesson)

I. Greeting

Introduce yourself and the session that you will be facilitating.

Say: Good morning everyone, I am ______________________________________________. I will be

facilitating the session on Children’s Literature: It’s Role in Teaching Beginning Learners
(Formulating Objectives for a Reading Lesson).

II. Introduction (5 minutes)

Say:

Children’s literature is important because it provides pupils with opportunities to

respond to literature, it gives pupils appreciation about their own cultural heritage as well
as those of others; it helps pupils develop emotional intelligence and creativity; it nurtures
growth and development of the pupil’s personality and social skills; and it transmits
important literature and themes from one generation to the next.

Children’s literature enhances the development of language and thinking skills which
provide the foundation for learning. More importantly, literature is a powerful vehicle for
children to understand themselves, their homes, and the world around them. More so,
exposing children to books in their early years sets the stage for the development of the love
and passion for reading and it can contribute to the creation of responsible, successful, and
caring individuals.

Objectives:
At the end of this session, participants are expected to:
1. Create awareness on the roles of children’s literature in teaching.
2. Enrich the analysis in understanding different literary genre.
3. Appreciate the value of literature in understanding one’s culture.
4. Formulate objectives for a MG reading lesson.

III. Time Allotment

A. Session: 2 hours
B. Workshop: 30 minutes
IV. Materials

1. Power Point Presentation

2. Charts/Graphic Organizers

V. Procedure

A. Priming Activity: Video Analysis

Group the participants into 5 with 10 members each. Play a video and let them
identify the following based on the video presented.

Group 1-Setting

Group 2-Characters

Group 3-Conflict/Resolution

Group 4-Ending/Theme

Group 5-Genre

B. Activity 2: Activating Prior Knowledge (5 minutes)

Group the participants into 5 with 10 members each. Distribute the different
charts/graphic organizers. Ask them to complete the chart by writing their prior knowledge
or ideas on the word or concept.

Group I. Recall as many children’s stories as you can using the chart.

Title of the Story Characters Plot Genres

Group II. Word Webbing

Literature

Group III. Word Webbing

Roles
Group IV. Word Webbing

Who are Beginning

Learners?

Group IV. Word Webbing

Objectives

B. Analysis/Discussion (15 minutes)

Call on participants to discuss their answers on the different concepts.

Ask: How then can we enhance/enrich the teaching of reading through children’s
literature?

C. Abstraction (1 hour)

1. What role does children’s literature play in teaching beginning learners?

2. What value of children’s literature is used as a tool in teaching reading?

3. What personal life values can children learn from children’s literature?

4. Why is it important to consider the reader, the text, and the context in choosing books for
children?
VI. Application (10 minutes)

Choose one children’s literature and write objectives for a MG reading lesson.

V. Concluding Activity (5 minutes)

Presentation of a short movie “Thank You Teacher” followed by a short quotation.

Prepared by:

FLORO II R.ZULUETA
Pansoy Elementary School
SANTA CRUZ EAST DISTRICT