Appreciation of Literature

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It ensures that all students have understood the basic story line or literal meaning of a story, play, or poem. It involves the use of lower-order thinking skills (LOTS). It should include questions that relate to the literal meaning of the text. It includes teaching relevant lexical items and relating to grammatical structures when relevant. It should include the pre-teaching of high-frequency words that students are unfamiliar with and recycling them. It presents necessary background knowledge that will enable students to understand the text.

It encourages learners to understand connections between the text, universal themes and relevant information and ideas from other sources. These sources may include the biography and personality of the author, themes and aspects of the historical, social and cultural contexts of the text.

It encourages learners to probe beyond the literal meaning of the text and may employ relevant literary terms. It should include tasks that induce learners to use relevant higher-order thinking skills HOTS.

It motivates the students and encourage involvement in the topic and theme of the text. It should start off your unit of literature whenever it is appropriate to do so.

It encourages learners to articulate their thoughts about what they have learned and their thinking process. It is written by students at the end of every year that they study literature.

It offers the students the opportunity to make connections with the text(s) and their own experiences. They allow for self-expression and creative responses after having read and analyzed the text. It enables students to apply a more global understanding and interpretation of the text and integrate information from different parts of the text. It must be directly connected to the text.

It provides the students with the opportunity to demonstrate their knowledge, understanding and interpretation of the text, including the specific HOTS studied. It is done individually in class and is graded by the teacher.

For each of the following tasks or questions you need to decide which HOTS (High Order Thinking Skill) is needed. A list of the skills is provided for you to choose.

Compare and contrast the conflicts/ problems/dilemmas in two stories or poems.

Define the problem facing the protagonist.

Why do you think the events are not in chronological order?

How is ___’s behavior influenced by his past/home life/religion?

What behavior does the character repeat?

What different meanings can be inferred from this line in the poem?

What made ___ change his/her mind? Give supporting details.

While reading the text, how did your understanding of the events/character’s behavior change?

Add an element/an event to the existing text that influences the development and/or the outcome of the plot.