GROUP 9

MEMBERS:
Salamat, Janella Chinee
Gaboy, Ma. Victoria Vidal
Valderrama, Ara Ruiz
Castro, Palmyrene Ramos
Subido, John Kyle Ocampo

Group Activity: Presentation of Literary Genres

Directions: Work with your group. Gather example of children’s literature for each
genre. Justify your choices, provide a description of each book, and explain effective
strategies for teaching these literary texts.
Follow the table below. Be ready to present your work in class.

Genre Title of literary text Brief Description Strategy/ies

In Click, Clack, - Read Aloud with Voices:

Moo: Cows That Assign different voices to
Type, clever the cows, the farmer and
cows use a the other animals to make
typewriter to the story more enjoyable.
demand better
Click, Clack, Moo: working - Communication: Explain
1.Picture Books Cows That Type by conditions from how the cows used to type
Doreen Cronin the farmer, to convey their message.
highlighting the
power of - Teamwork: Explain how
communication the cows as a team were
and the able to accomplish their
importance of objective.
listening to
others. The - Fairness: Encourage
story is a funny students to recall cases
and engaging when they were using a
tale with a service/product and
subtle message encountered some
about fairness injustice and how they
and standing up reacted.
for what you
believe in. - Creative Writing: This can
follow up by having
students write more letters
 from the cows or writing
more of their own animal
creation.

- Art: As a follow-up
activity, direct students to
come up with pictures
either illustrating the cows
typing or enjoying their
new things.

This touching story - Discussion: Explain the

tells of a tree who tree unconditional love for
loves a boy and the boy and everything she
gives him gives him.
everything he needs
throughout his -Real-Life Examples: Ask
2.Story Books The Giving Tree by Shel entire life, from each student to provide
Silverstein shade to apples to examples of people who
wood for his house. have demonstrated
The boy grows up unconditional love and
and the tree generosity towards them.
continues to give to
him, even when he -Visual Aids: Use pictures
is old and needs a or videos of a seed
place to rest. The developing into a grown
story explores tree.
themes of love,
giving, and self- - Hands-On Activity: Plant
sacrifice, making it a seed together and watch
a moving parable it grow, discussing all the
for readers of all different stages of growth.
ages.
- Concept Development:
Define self-sacrifice as
giving up parts of herself
for the boy's happiness.
The tree is willing to give
up aspects of herself for
the boy's happiness

- Connects to Other
Stories: Find other stories
or examples of self-
sacrifice, perhaps in fairy
tales or historic events.

- Retell the Story: Let

them retell the story in
their words and vocalize
the tree and the boy.

- Develop a New Ending:

Ask them to assume that
after the boy grows old,
 what will the tree do.

- Draw the Story: Have

students draw pictures of
the tree and the boy at
different stages of their
lives, showing how the tree
changes and continues to
give.

Joseph Jacobs Don't just read the story.

version of The Act it out! Use different
Three Little Pigs voices for the pigs and the
published in wolf, make funny noises,
1890 is still one and get the kids involved.
of the most Maybe even have them
published help you build the houses
3.Traditional literature The Three Little Pigs by versions of the with blocks or cardboard.
Joseph Jacob classic folk tale. After reading, ask
This book questions that make them
illustrates the think about the story
virtues of hard
work, - "Why do you think the
preparation and first two pigs built their
ingenuity while houses so quickly?"
warning - "What's the difference
children against between the wolf's first
idleness and attempts and his last one?"
naivete The - "What did the third pig do
story also that made him successful?
serves an even
greater purpose
in presenting
the truth that it
is not only the
strongest or the
biggest that will
win over the
rest the most
timid person
can outwit the
brute. The
continuing
interest in such
stories
illustrates the
eternal depth of
the theme and
unfailing ability
to amuse and
instruct children
of different
ages.
 The Watsons This book is all about
Go to family, so start by having
Birmingham - students talk about their
1963" is a own families, what makes
powerful story them special, and the
about family, challenges they face
4.Historical fiction The Watsons Go to resilience, and together. Play some 60s
Birmingham - 1963 by the fight for music, show pictures of the
Christopher Paul Curtis equality. It is a era, and talk about what
timeless classic life was like in 1963 – even
that continues if it's a
to resonate with
readers of all little scary, it helps kids
ages, reminding understand the context.
us of the Focus on Kenny’s voice –
importance of he’s a kid trying to
understanding understand big things.
history and Have students write
fighting for journal entries from
justice. Kenny's perspective,
imagining what he's
thinking and feeling.
Encourage students to ask
"I wonder..." questions as
they read, just like Kenny.
This keeps them thinking
and engaged with the
story. Discuss how those
issues still affect people
today, but also how things
are changing. Share stories
of people who are fighting
for equality. Connect the
book to current events
about social justice and
activism. Talk about how
we can all make a
difference in the world.

In ‘Harry Potter and -Role play

the Sorcerer’s  Divide students into
Stone’ Harry groups to identify the
Brandston is an characters, themes, and
ordinary boy who is plot of the story.
5.Modern Fantasy Harry Potter and the soon introduced to In this way reading can be
Sorcerer's Stone by J.K. the strange world of more exciting because
Rowling magic. On his students may read the story
eleventh birthday first and wait for their
Harry finds out that classmates to act what’s on
he is a wizard and the book they read.
that he has a place at
Hogwarts. With the
additional support Vocabulary Development
of his friends Ron  The example magic will
 and Hermione, be imitated by the
Harry battles a students, and they will
dangerous plot create their own version
concerning the of the magic.
Sorcerer’s Stone and Through this student will browse
learns more about more in the story to find some
the tragedy of the magic words cast by the
death of his parents. magician.
This page turning
tale provides the
background for a
series which goes on
to capture the
world's imagination.

Bridge to Terabithia
follows the narrative Tell the students to pay attention
of Jess Aarons, a to how creativity is reflected in
young boy who the story. Also, let them think
aspires to be the how, creativity in this case can be
fastest runner in his used to find ways round
6.Realistic Fiction Bridge to Terabithia by class. His life challenges or improve their own
Katherine Paterson changes when he life.
meets Leslie Burke,
a new girl who Make an activity where students
moves to town. can write their imaginative story
Together, they build like Jess Aarons and Leslie Burke.
an imagined
kingdom named
Terabithia in the
woods, ruling as
king and queen.
When tragedy
strikes, the story
takes a
heartbreaking turn,
teaching Jess about
friendship, loss, and
coping with grief.

- The story is of History Context. Introduce with a

how Lieutenant summary of World War I and the
Harry Colebourn, a experience of soldiers at the time.
Canadian, took a Discuss why, under these
bear cub named circumstances, a soldier would
Winnie in during the adopt a bear cub and what this
course of World War says about the context.
I. Winnie was
7.Non fiction/ Informal Finding Winnie by thereafter taken to Comparative Comparison:
books Lindsay Mattick London after the Contrast the real Winnie with the
war, during which fictional Winnie-the-Pooh. Plan
she inspired the for discussion regarding
famous stories of similarities and differences
Winnie-the-Pooh between the live bear and the
written by Milne. character created by A.A. Milne.
 This historical story
is combined with -Interactive Reading: Read a text
illustrations in the aloud to engage the students with
book, synthesized the storyline. Stop them at various
for ease and stages and ask questions or
engagement among provoke them to make some
a younger predictions regarding the plot and
generation. its historical connections.

Where the Creative Writing Exercises: Push

Sidewalk Ends by students to write their own poems
Shel Silverstein in Silverstein's style. They can try
stands as a beloved the whimsy of themes, inventive
8.Poetry Where the Sidewalk collection of poems language and funny situations in
Ends by Shel Silverstein accompanied by creating their own poems.
illustrations
especially for kids. Discussion and Reflection:
It unfolds an entire Provide space for class
range of fantastic discussions over themes and
and imaginative messages of poems. Think over
verses from the how poems make the reader feel
master poet himself- and what they may be saying
Shel Silverstein-and about life, imagination, and
his characteristic creativity.
playful illustrations.
The present book - Reading Poetry: A reading
ventures into themes session might be held in which
of adventure and some of the poems from the text
humor in a curious are read aloud by students. This
manner through would afford practice at voice and
inventive and inflection while working with the
surrealistic poems, text in an engaging way.
inviting readers to
share in creative and
entertaining acts
with language and
imagination.

The Lion, the Witch,

9.Drama and the Wardrobe by
C.S. Lewis
Rubric for Assessment:
Table

Criteria Excellent (5) Good (3-4) Satisfactory (2) Needs

Improvement (1)

Book All genres are Most Some genres are Few genres are
Selection represented with genres are represented with represented with
exemplary books. represente satisfactory books. poor book choices.
d with good
books.

Justification Clear, insightful Good Basic justifications Weak or missing

(x2) justifications for justification for some book justifications for
all book choices. s for most choices. book choices.
book
choices.

Description Detailed and Good Basic descriptions of Incomplete or

engaging description some books. unclear
descriptions of all s of most descriptions of
books. books. books.

Teaching Innovative and Good Basic strategies for Ineffective or

Strategies effective strategies some books. missing strategies
(x2) strategies for all for most for books.
books. books.

Presentation Highly engaging, Engaging Somewhat engaging Disorganized and

(x2) well-organized, and well- and organized. unengaging.
and visually organized.
appealing.

Team Excellent Good Some teamwork and Poor teamwork and

Collaboration teamwork and teamwork participation. unequal
(x2) equal and participation.
participation. participatio
n.