The Teaching of Literature: Irish C. Dijan, LPT

The Teaching of
literature
Irish c. dijan, lpt
12 Strategies For Teaching Literature In
The 21st Century
How can you teach Shakespeare to students

accustomed to tiny screens with brief flashes of
communication that instantly fade away (both in
meaning endurance and visible text)? Explain your
answer through a 100-word essay form.
2
12 Strategies For Teaching Literature In The
21st Century
1. Use combinations of media–classic and modern together,
leveraging one against the other. Music, video streams,
short videos (like TikTok), video games, plays, poems, film,
posters, poems, essays, novels, podcasts, etc.
2. Have students analyze diverse media forms for their
strengths and weaknesses–and involve both classic and
digital forms.
3. Have students turn essays into videos into
podcasts into letters into simply-coded games
into poems into apps.
4. Allow students to choose media while you

choose themes and/or academic and/or quality
standards.
5. When designing units, choose the media first, then
the standards (yes, this likely goes against what you
were taught–but give it a try).
6. Insist all student work ‘leaves the classroom’ and is

published–then design units accordingly.
7. Use RAFT: Role, Audience, Format, and Topic/Tone/Theme.
Then have them revise media in response to new roles,
audiences, formats, or topics, tones, or themes. Martin
Luther King’s “I Have A Dream Speech” in a new format (a
video?), or to a new audience (modern hip-hop artists?), or
with a new tone (angry?). Students experimenting here are
experimenting with media design, which is exactly what
authors do.
8. Use a thematic focus to design units, assessments, project-
based learning–whatever activities students ‘touch.’ One of
the hallmark characteristics of classic literature is that it
endures. This is, in part, due to the timelessness of the
human condition. Love lost, coming of age, overcoming
obstacles, civil rights, identity, and more are all at the core
of the greatest of literary works.
The ability to the texts to nail these conditions gives them their ability to endure, so teach through that. The author (e.g.,
Shakespeare) or media form (e.g., a play) may not seem relevant to a student–and that’s okay. The author chose that form
based on prevailing local technology. Help them focus on what is being said and why–and how.
9. Use tools for digital text annotation on pdfs, note-sharing,
and more to help students mark text, document questions
and insights, and revisit thinking or collaborate with others
during the reading of classic texts.
10. Create social media-based reading clubs. Establish a
hashtag that anchors year-long discussion of certain
themes, authors, text, or whatever other category/topic
that makes sense for your curriculum.
11. Have students create and produce an ongoing
podcast or YouTube channel on, as above,
relevant themes, authors, texts, etc.
12. Connect the old with the new in authentic ways
to center the knowledge demands of modern
readers.
Reflective break!
Choose one among the above mentioned strategies then
answer the question below using a concept map.
1. How will you integrate your chosen strategy in

teaching?
10
Into the teaching and
assessment of literature:
from input to uptAKE
11
LEARNING OBJECTIVES
How much imaginative representational material can be

built into a language course?
12
Language development and language awareness
Talking about what we are learning and teaching is coming
to be recognized as a vital process of the process of
language learning: it implies a move from direct
participation in a learning activity of the objective
consideration of the results or usefulness of that activity.
13
MATERIALS
1. Non-verbal materials
2. Verbal materials
14
NON-VERBAL MATERIAL
When learning a language, words and texts are fundamental
tools. It is therefore salutary to remember at the outset that
representational materials do not necessarily have to be verbal,
although the responses they are intended to stimulate in the
learner will, almost certainly, involve words ina spoken or
written form.
15
VERBAL MATERIALS
In recent times, great success in language learning has been

achieved with young learners through the use of cartoon and
puppet characters, most notably the Sesame Street characters.
16
LANGUAGE PRACTICE
REPRESENTATIONAL
MATERIAL
Comics and cartoons
For many teachers, comics and cartoons are the first
imaginative materials they use, especially with younger
and adolescent learners. There is no reason at all why
this should not be so, but there are several important
provisos.
18
SONGS
Songs can be very useful representational material. Most
teachers are familiar with the requests from students to translate
hit records, or tracks from albums and videos. Many also use
traditional or folk songs, children’s songs and nursery rhymes,
and even specially written language-learning songs.
19
ADVERTISEMENTS
Advertisements are just as much as any other kind of
material. They have an ‘authorial’ producer of the
message just as literary texts do; but they have much
less open textual purpose than the open texts of
imaginative writing.
20
ONE-LINERS
Very brief quotations, or one-liners, can be very useful in
stimulating class interest in a subject, or in providing class
discussion (agreeing/disagreeing, interpreting and
evaluating, and so on).
Consider these:
“Experience is the name everyone gives to their mistakes.”
“How can the bird that is born for joy, sit in a cage and sing.“
21
PROVERBS
Some teachers enjoy using proverbs in this ways, since
they can often be related to similar sayings in students’
on languages and discussed, therefore, with some
degree of the familiarity of known territory.
22
IDIOMS
Idioms present an area of language use that is
analogous to this, but they carry with them a
range of risks which preclude their being taught
in any systematic way.
23
EXTENSIVE READING
Implies that students read outside the classroom fuller
texts than the passages examined in class for purely
language-learning purposes. The materials can be form
graded readers, to short stories, to full-length works of
fiction or non-fiction.
24
TEXT SELECTION
25
To be usable and valid, a short text must have
a clear and readily identifiable setting, and/or
characters. Any one of these can be
sufficient. What happens, or what is said,
must involve some element of narrative or
dramatic tension.
26
ACCESIBILITY
Accessibility depends more on how the
reading text is presented than any of the
multiplicity of linguistic and cultural factors
which may render in inaccessible.
27
DIFFICULTY
The reading skills being developed through
the use of texts for reading comprehension
are rather different from those encouraged
by ideational reading.
28
THE THEME-BASED APPROACH: FOR
AND AGAINST
Careful text selection is fundamental to the

successful use of any kind of
representational materials.
29
TEXT GROUPING
Text grouping is a fairly open field. Texts can be
grouped together constructively under many kinds
of headings which do not concern their thematic
content: Argument, Narration, Humuor, Reflection,
and Philosophy.
30
ASSESSING LITERATURE
For the handout, visit your LMS. You may use this as a
reference for your final activity.
FINAL ACTIVITY
32
1. Construct a detailed lesson plan (4A’s) featuring teaching and
assessing literature studies. You may choose your own topic.
2. Make 15-25-minute pre-recorded demo teaching video of your
chosen topic. This may serve as your FINAL EXAM. Rubrics are to
be uploaded also in your LMS.
3. Upload your lesson plan and demo teaching video in your LMS.
If the video is too long, you may paste the link of your video (e.g.
google drive) but make sure it is accessible.
33
4. Deadline of submission for written outputs (e.g.
reflective breaks, lesson plan) would be on or before 30th
of June 2021, 4:00 PM.
5. Deadline of submission for demo teaching video
would be on or before 5th of July 2021, 6:00 PM.
6. Late submissions of outputs won’t be accepted.
34
REFERENCES:
Retrieved from
https://www.teachthought.com/literacy/12-strategies-for-
teaching-literature-in-the-21st-century/
Mcrae, J. (1991). Creative Reading and Literature with a
Small “I”. ANVIL PUBLISHING INC. Pasig City
Thanks!
HAVE A GOOD DAY, FELLAS!
STAY HYDRATED!
36

The Teaching of Literature: Irish C. Dijan, LPT

Uploaded by

Copyright:

Available Formats

The Teaching of Literature: Irish C. Dijan, LPT

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Teaching of Literature: Irish C. Dijan, LPT

Uploaded by

Copyright:

Available Formats

The Teaching of

How can you teach Shakespeare to students

4. Allow students to choose media while you

6. Insist all student work ‘leaves the classroom’ and is

1. How will you integrate your chosen strategy in

How much imaginative representational material can be

In recent times, great success in language learning has been

Careful text selection is fundamental to the

You might also like