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TEACHING OF LITERATURE WEEK TOPIC PLAN

WEEK TOPIC(S)

1 Introduction
● Introduction to syllabus
● Introduction of students
● Begin discussing "What is lit?"

2 What is literature*?
What are the characteristics of a "good reader"?
How does literature shape our world (culture, ethnicity. gender)?
How do the NCIE/IIZA Standards apply to classrooms?

3 How do "engaged" vs. "struggling" readers differ?


What is a good class discussion?

4 How do different vs aesthetic readings differ'


How do teachers make effective text selections?
Discuss "web" directions
Share one-pagers
Discuss webs
Discuss text selections/censorship issues

5 How do we evoke Literature"


How can teachers accommodate special learners?

6 How do readers make literature transactions ("the poem”)?


How does visualisation (drama and art) help readers
How do teachers create effective units"

7 How do readers interpret, evaluate, and critique literature?


What are effective instructional strategies?

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8 what is a good discussion?

9 What is action research?

10 What are appropriate teacher ethics?

11 How can I show my teaching strengths through a portfolio?

12 How can I apply what I learned to my own (current or future) classrooms?

13 What are my teaching goals?

14 How can I continue to learn as a teacher?

TEACHING OF LITERATURE LEARNING PLAN

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Desired Learning Course Textbook/Re Teaching and Assessment Tasks Resources/Materia Time
Outcomes (DLO) Content/Subject ferences Learning Activities ls Table
Matter

Students will be able ● Examination ● Selection of texts ● Teaching ● Texts:


to— of the roles • strengths ( 1. Appleman,
● define and of the literary ● Canon debate • Instructional Deborah.
revise their work, reader, Literature of strategies Critical
definitions of and teacher historically (literature circles, Encounters in
"literature." • in literary marginalized jigsaws, High School
● analyze what study. cultures • modeling, English:
happens in a ● Responses ● Standards groupings, Teaching
reader's mind by to literature. (NCTE/IRA) • multiple Literary
exploring literary Place of ● Writing rationales intelligences,visua Theory to
theories and literature in • lization, etc.) 2. Adolescents.
practices and language ● Genres, literary Questioning and New York:
compose a arts. terminology, etc. discussion Teachers
philosophy of ● Study and techniques College
teaching development (literary theories, Press, 2000.
literature which of curriculum Christenbury's ● Liesveld,
shows in-depth materials for question circle, Rosanne,
thinking in varied levels Bloom's JoAnn Miller,
teaching and of instruction. Taxonomy, HOTS and Jennifer
learning about questions, etc.) 3. Robison.
literature. • Connections Mach with
● analyze various (personal Your
curricular experience, prior Strengths:
organizational knowledge, world How Great
strategies and events, Teachers
create a intertextual, 'aspire Their
curriculum identity, non- Students.
outline for a fiction, film, New York:
literature-based technology, art. Gallup Press,

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course showing music) 4. 2005,
rationales for Preparing ● Rosenblatt,
various text teaching unit Louise M.
selections, plans 4 Action The Reader,
analyzing the research in the Text, the
use of the literature Poem: The
canonical classrooms Transactional
literature versus (conferences, Theory of the
literature from discussions, e- Literary Work
historically mail, etc.) Special Carbondale,
marginalized populations IL: Southern
cultures. • (special needs, Illinois
● discuss and ESL, gifted, etc.) University
apply teacher Press, 1978.
professionalism Writing/Teaching Wilhelm,
and ethics to Assignments I Jeffrey D.
various teaching ● One-pagers "You Gotta
situations. • (written BE the
● determine responses to the Book":
personal reading Teaching
teaching assignment) Engaged and
strengths. • ● Philosophy of Reflective
● analyze the teaching literature Reading with
benefits and (1-2 pages) Adolescents
drawbacks of ● Analysis of and Urbana, IL:
various literature use of five National
instructional teaching Council of
strategies, strengths (2-4 Teachers of
including pages) English,
questioning and ● Curriculum outline 1997.
discussion with general ●
techniques and objectives and
connections text rationales

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between ● Teaching unit
literature and ● Teach classmates
personal 30 minutes (from
experience, prior teaching unit)
knowledge, ● Course portfolio
other literature, (process collect,
writing, non- select, project,
fiction, film, reflect) A portfolio
technology, is a collection of
music, and/or evidence of your
art. • growth as a
● create a current or future
literature teacher of
teaching unit literature Each
with theoretical artifact is
basis, text accompanied by a
rationales, short reflection:
objectives, Cover page, table
assessments, of contents, and
and methods of introductory
meeting the reflection •
needs of special Philosophy of
populations: teaching literature
gifted, special • Curriculum
needs, ESL, etc. outline, general
• objectives, text
● effectively teach rationales for one
one 30-minute course •
lesson from the Representative
teaching unit • pieces from your
discuss and teaching unit
analyze action (general
research in objectives,

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literature rationale,
classrooms. • accommodations
● assemble a for special needs
course portfolio students,
showing approximately
individual growth three lesson
about the plans, directions
teaching of for assignments,
literature assessments) •
Reflection on
teaching
experience
Representative
samples of own
literature
responses
Representative
sample of
literature paper
(from another
course)
Concluding
reflection
(optional)

LANGUAGE RESEARCH WEEK TIME FRAME

WEEK TOPIC(S)

1 ● Schedule of Activities

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○ Group Formation
○ Ethical Standards in Research
○ Meaning and Characteristics of Research do (threat
○ Utilization of Researches -
○ APA Research e
○ Components
○ Probable topics
○ Linguistics Etymology Morphology Phonology Semantics Syntax
○ Language problems and mediation

2 ● Chapter 1: The Research Paper


○ Problem and its Scope
○ Introduction (international, national and local issues)
○ Rationale (What the study is about, its significance, beneficiaries.and scope)
○ Theories and Concepts
○ Statement of the Problem
○ Hypothesis (If there is)
○ Method
○ Research Design
○ Research Locale
○ Participants
○ Instrument
○ Data Gathering
○ Procedure
○ Data Analysis

3 ● Chapter 2 1.
○ Results and Discussions

4 ● Chapter 3 1.
○ Conclusions and Recommendations
○ Finalization of the Book

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LANGUAGE RESEARCH LEARNING PLAN

Desired Learning Course Textbooks/References Teaching and Assessment Resource Time


Outcomes (DLO) Content/Subject Learning Activities Tasks (ATs) Materials Frame
Matter (TLAs)

At the end of the course, Research comprises ● American Discussion of Ethical Discussion of basic Ref .8.

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the students can: "creative work Psychological Standards in research concepts Changing
undertaken on a Association Research and principles, Minds . Org.
● Cognitive systematic basis in (2001). Publication language and (n.d.). Theory
(Knowledge) : 1. order to increase the manual of the ● Non-harmful research clusters.
Discuss the basic stock of knowledge, American procedures Retrieved
research concepts including knowledge Psychological ● Informed Identification of September
and principles of humans, culture Association, 5th consent common problems 29, 2012 from
which can be and society, and the Edition. ● Parental in language hip://chariging
applied in use of this stock of Washington consent research minds.org/ex
conducting and knowledge to devise D.C.APA 3-333 ● Additional planationsithe
writing a language new applications."11] ● Baker, A.E. & consent Thesis writing (not orieshi
research. 2. It is used to establish Hengeveld. K. ● Incentives more than 50 ciusters.htm
Describe the parts or confirm facts, (2012). Linguistics. ● Deception pages)
of a language reaffirm the results of Oxford, United ● Anonymity Ref .9.
research. 1 previous work, solve Kingdom. Wiley- ● Mutual Drouin, M. &
Identify the new or existing Blackwell responsibilities Davis , C.
common problems problems, support ● Bordens, K. & ● Jeopardy (2009). lit u
in language theorems, or develop Abott. B.B. (2008). ● Unforeseen txting? Is the
teaching and new theories. A Research designs consequences use of text
learning that could research project may and methods. A ● Confidentiality speak hurting
be situated for also be an expansion process approach. ● Informing your literacy?.
research work. on past work in the New York, USA: participants Journal of
● Affective (Attitude) field. Research Mc Graw-Hill ● Reporting Literacy
: 1. Advocate projects can be used ● Calmorin L.P. & results results.
ethical standards to develop further Calmorin, M.A, ● Implication of Retrieved
associated with knowledge on a (2008). Research findings October 1,
conducting topic, or in the methods and ● Scientific
researches. 2. example of a school thesis writing. misconduct
Appreciate the research project, Manila, ● Personal
contributions of they can be used to Philippines: Rex misconduct
authors and other further a student's Book Store
informants research prowess to ● Holy Cross of Characteristics of
through proper prepare them for Davao College, research

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citations and future jobs or reports. (2012).
references. 3. To test the validity of Institutional ● Reliability
Value critical instruments, research format. ● Valiability
thinking as a way procedures, or ● Johnson, B. & ● Accuracy
to liberal or experiments, Christensen, L. ● Credibility
independent research may (2008). ● Generalizabilit
learning. replicate elements of Educational y
● Psycho-motor prior projects or the research- ● Empirical
(Skills) : 1. Write project as a whole. Quantitative. nature of
theses of not less The primary qualitative. and research
than fifty pages, purposes of basic mixed methods. ● Systematic
each focusing on research (as California, USA. approach
problems on opposed to applied Sage Publications ● Controlled in
teaching and research) are ● Posecion, O.: Go, real life
learning the documentation, M.: Albano, H. experience
English language. discovery, (2011) Language
2. Make oral interpretation. or the research.
presentations of research and Principles an
the research development: (R&D) application. Metro
outputs before a of methods and Manila,
panel. 3. Produce systems for the Philippines:
the final advancement of Lorimar Publishing
assemblage of the human knowledge. Inc.
researches done. Approaches to
research depend on
epistemology, which
vary considerably
both within and
between humanities
and sciences. There
are several forms of
research: scientific,
humanities, artistic,

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economic, social,
business, marketing,
practitioner research,
life,
technological,etc.

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