Approaches in teaching and learning k to 12
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This document outlines how literature should be taught in language arts classes. It recommends using literature to teach reading and language arts skills, as literature emphasizes their connections and engages students. It presents themes to explore like appreciating oneself and linking with the world. Literature should be taught based on Philippine works from different periods rather than by genre. Informative texts can complement literary works by expanding themes and teaching media literacy. A communicative grammar approach is advocated using elicitation, generalization, practice, and expansion. Culminating student performances should integrate study strategies and balance individual and group work.
Approaches in teaching and learning k to 12
- 1. 1 -K to 12 -
- 3. WHAT TO TEACH HOW TO TEACH
- 5. Literature  Literature for Language Arts, Language Arts through Literature.  The teaching of reading and the other language arts must be done in the context of good literature. Not only does literature emphasize the connectedness of the various language arts, it also provides opportunities for greater personal involvement and thus develops the student’s lifelong interest in and ownership of learning
- 6. THEMES ï‚—Appreciating Myself ï‚—Building Relationships ï‚—Asserting Myself ï‚—Linking with the World
- 7. Literature Based. . . Not Genre Focused ï‚—Philippine Literature in English in Four Periods ï‚—The traditions and aspirations of the Filipino people 7
- 8. The Use of Informative Texts as Parallel Texts ï‚—To enrich/expand thematic focus ï‚—To link students to current affairs, issues and concerns ï‚—To teach media literacy 8
- 9. CHRONOLOGY OF LITERARY TEXTS ï‚—Philippine Folklore in Translation ï‚—Period of Apprenticeship (1925-1945) ï‚—Period of Emergence (1946-1972) ï‚—Contemporary Period (1973-present)
- 10. Communicative Grammar 1. Elicitation 2. Generalization 3. Controlled Practice 4. Individual Practice 5. Expansion/Enrichment 10
- 11. Focus on Common Areas of Diificulty in Grammar ï‚—Non-sequential ï‚—Common errors included in standard English proficiency tests 11
- 12. Use of Culminating Performance ï‚—Typically weaves study strategies, especially for information management ï‚—Balance between individual and cooperative learning 12
- 15. CONTENT APPROACHE S 1.Philippine Literature in English in Four Periods/ Informative Text 2.Language (Basic Grammar Points based on the competencies and Common 1.Literature- Based 2.Historical Approach to Literature 3.Communicati ve Approach
- 16. L inking life, literature, and language I ntegrating themes, texts, and tasks G aining mastery of language forms and rules of usage H oning independent study strategies T hinking through a variety of texts and tasks
- 17. Have you seen the light? 17
Editor's Notes
- #2: What else do we need to knowwhen we teach the Grade 7 LANGUAGE ARTS Program? Well, the Instructional Context.
- #5: Let’s look at the dynamism of the three Olympic rings. First, the three most important L’s. LIFE. It has to be life-likeLITERATURE. It is an enduring expression of significant human experiences captured in words that are well-chosen and well-arranged.After the training in PISAY, mas naging ma-eL ako... Joke. Their intersections/overlapsThe integrations will be truly/sincerely felt by the students.
- #7: True or false: Are the themes reflective of the development needs of the Grade 7 learners?
- #10: A basis of materials selection and development is the recognition of the need to ensure that the literary texts follow a coherent, chronological arrangement. The sequence shows how Philippine Literature and Philippine History are interlinked. What better way to begin than to study Folk Literature, where we will find pieces of who we are as Filipinos. You see, today’s students know foreign gods and heroes than they do in their local myths and legends.Apprenticeship is about Learning. This period corresponds to US colonization. Here, the American colonizers mentored our writers to write literature in English. You may noticed that we had a 333 year leap. The Spanish Period. We deliberately skipped Spanish period. Another feature of the K to 12 is that, where another subject can teach a competency in greater depth, we don’t have to repeat it to avoid overlap. We do not teach Philippine Historyu the way AP Teachers do it. One thing more, if we include Spanish Period, we will be devoting two quarters for translated literature knowing that there was no significant text produced in English at that time.Can we substitute? Yes, as long as it falls under the theme and period and you don’t sacrifice the historical value and content.
- #17: The five features of the Language Arts Program are rolled into one acronym. Light! We hope we see the light