English 106 Assignment.

March 31, 2023

Name: Heterae C. Dairo

Imagine you are a Grade 7 English teacher. What additional assessment tasks will you
have to maximize students’ engagement and language learning?

1. Prediction
a. Elicit prediction at crucial points in the text.
b. Identify the crucial point.
c. Recognize patterns
d. Anticipate content by identifying context clues

2. Summary
a. Let the students tell the story.
b. Discuss certain elements like plot and themes.
c. Identify key points and details in the story
d. Compare with the summaries of others through collaboration

3. Forum or Debate
a. Stimulate oral language practice.
b. Propose opposing views on the text.
c. Guide the exchange through prompts
d. Evaluate arguments and identify biases

4. Re-translation
a. Compare versions of texts.
b. Gauge lexical and structural level in writing.
c. Consider the cultural context of the texts
d. Evaluate own and others’ translations

5. Visit https://www.prestwickhouse.com/blog/post/2019/11/9-approaches-to-
teaching-literature. Then complete the statements:

5.1. The article is about the different approaches to teaching literature. It discusses
various methods that will help future educators like me, to bridge the learning gap and
help students become more welcoming to literature. This is a necessary topic because,
for the majority, the study of literature can be either boring or intimidating. Thus, the
article teaches us to make teaching literature more exciting for our students through
exploring different approaches. Additionally, it also allows teachers and students alike
to learn together through exploring different ways to go about stories or specific
pieces.

5.2. I have learned that because students function and learn differently, literature
may not be as exciting or relatable for every single learner inside the classroom. One
student may be more active or another is more reluctant, which is why the nine
approaches are helpful in order for the teacher to attack the problem in various lights.
The article taught me that teaching literature doesn’t just have to stick to the
traditional way of teaching, wherein the teacher constantly spoon-feeds their students.
Instead, it can also be done as a way to foster friendships through the form of group
work, or more communicative like debate or journaling. Moreover, I have also
learned that there are various methods in analyzing a piece of literature—often based
on what you are feeling or experiencing in the moment.

5.3. What I like most about the article provided is the reading-for-fun approach.
Although in reality, this is the least selected approach to teaching literature, I also
believe that it still happens regardless of the intention of the teacher, only if they
conduct the class well. When the teacher effectively does their job to connect
literature to their learners, reading can already be fun regardless if it was intended or
not. Additionally, I also particularly liked the approach about reading for the author’s
craft. Oftentimes, I observe that there are so many underlying but meaningful points
in literature that are implied—directly or indirectly—by authors. This can be missed
when we don’t examine the literature’s background and writer. This approach to
teaching literature makes sure that we encompass the entire literature and take a look
at how it was formed in the first place. I liked this approach because not only did it
share the plot of the story, but also the life of the writer on every page.

5.4. As an English teacher, I should be able to use all of the different approaches to
teaching literature discussed and utilize them whenever appropriate. The nine
approaches shared go to show that literature is broad and diverse, it covers a wide
variety of information and thus there must be no one-size fits all policy. Literature
should be understood and explored through various lenses. As an English teacher, I
must be resourceful and not limit myself to how I can make learning literature
exciting for the students. But above all, my mission should be to ensure that my
learners fully understood the lesson and their different discussions.

5.5. The purpose of the article is to inform educators and future teachers like me to
try different angles and sides in approaching various literature, as well as engaging the
students to develop their love for it in the process. The approaches mentioned all have
different purposes and goals that they can meet, it is now up to the collaboration of
teachers with their students, on how to approach literature in a way that achieves these
intended outcomes. Furthermore, the article also allows students to develop their
critical thinking as they brainstorm and discover parts of the literature. It also
encourages them to not only appreciate the qualities of the text but also use these to
understand themselves and the world better. Overall, the different approaches to
teaching literature equip and prepare students to value the complexity of literature and
use these to become educated and informed citizens.
6. Given the varied approaches in teaching literature, what are your ways of
encouraging students’ responses? Add at least five to this list.

1. By asking students to brainstorm ideas around the central theme/title of the

2. By providing students with the text and asking them to recount their
experiences

3. By providing students with a questionnaire about some of the issues

4. By asking the students to imagine themselves as one of the characters and

5. By asking the students to complete sentences that will lead them to the main
themes or topics

6. By facilitating debates using the different angles of the literature.

7. By asking open-ended questions to the students about the structure and

8. By asking students to write down historical or cultural context they’ve

9. By providing students with a text from the same author and contrasting the
works and themes presented.

10. By asking students to highlight complicated words and giving context for
them to figure out the intended meaning