Module 4

Creative Activities in Teaching

Children's Literature
Module
Content
A. Reading Aloud D. Dramatization

B. Plain Storytelling E. Puppets and Marionettes

C. Storytelling with
pictures F. Informational Books

G. Comics
Reading Aloud
Many feel that good literature must be heard to be
appreciated fully and for children to agree with them.
One of the greatest delights enjoyed by children of all
ages is the experience of listening to a book, a story,
or a poem read aloud to them in a pleasant voice.
There are stories that are better read aloud just as
there are stories more suitable for telling. The types
of books and stories for reading aloud are the
following:
1. A picture-story book has illustrations that are
just as important as the words. These books are
meant to be read closely and lovingly, like a mom
reading to her child while cuddling or before
bedtime. Kids aged 2 ½ to 5 years old love
hearing the words and looking at the pictures
2. Some stories are best read exactly as the author
together.
wrote them because the charm and meaning come
from the specific words used. These stories should
not be changed or reworded. They're not ideal for
retelling unless you memorize them completely.
It's better to read these stories word for word.
3.Stories with clear-cut themes and plenty of
action.
4.Stories which help children understand their
own world today.
5. Stories which build strength and steadfastness
in the child.
6. Stories which develop his faith in the essential
decency and nobility of life.

7. Stories which give him a feeling for the wonder

and goodness of the universe.
8. Stories that have characters who are real
children like themselves or who are
understandable people they might know
anywhere.
9. Stories that have mystery.
10. Stories that have fantasy.

The choice of materials for reading is

obviously related to the purpose of the
interpretative reading.
AGE GROUPS INTEREST EXAMPLES
Mother Goose Rhymes, Alphabet Books,
Counting Books, Animal Stories, Picture
Likes stories with rythm and
1. Pre-school Children funny rhyming words
Books, Stories about Machines personified
Humor and Non-Sense Stories, Easy-to-Read
Books

Want to hear of the world

A Chair for My Mother,
2. First Grade Children around them, what goes on their
Last Stop on Market Street
street, school or home

3. Second and Third Tales of fantasy or funny animals Charlotte's Web,

that talk The Tale of Peter Rabbit
Grade Children

Real things around them and The Boy Who Harnessed the Wind,
4. Upper Grades factual materials The Diary of Anne Frank

Percy Jackson & The Olympians,

5. Older Children Adventure, travel, biography
Hatchet
Some specific stories suitable for
reading in the lower grades are:
Cinderella, The Old Woman and the Pig, The Little Three Pigs,
Little Red Riding Hood, Lazy Jack, Jack and the Beanstalk,
Snow White and the Seven Dwarfs, The Elves and the
Shoemaker.

All in all, types of stories suitable for reading

are: fairy tales, fables, legends, myths, and hero
tales.
Plain Storytelling
Stories are one of man's chief means of communication. Stories are for telling
by everyone with experience to share with those who have ears to hear. The
teller and listener create the story.
Before printing began, storytelling became the chief means of recording and
transmitting events that took place as well as ideas to be shared.
Values of Storytelling to Children

1. Storytelling introduces children to the world of written language. They hear

new words and varied language structures from which they can model their own
language.

2. It gives children an opportunity to become acquainted with the best of

children's literature.

3. It increases a child's knowledge and experiences.

4. It creates in children a desire to know about the lives of other people and
5. It develops the ability to be good listeners and it stirs their imagination and
become creative.

6. It gives pleasure and enjoyment to children.

7. When telling a story himself, the child learns to organize and express himself
clearly, at the same time, building confidence in his ability to face an audience.
Steps in Storytelling
1. Selection of a story to tell
The story must have a good plot, a well-defined conflict, a good beginning,
middle and ending. The conflict, a good beginning, middle and ending. The
choice of a story should also be governed by its appeal to the storyteller

2. Preparation of the story

After a choice of the story has been made, try to find out why you like the story.
Is it the plot? Is it about animals? Is it an adventure story? Is the story
humorous or nonsensical? Read the story over and over and then close the book.
3. Practice telling the story aloud to yourself
Take note of the proper pauses, the places of suspense, the climax. Refer to the
book when you forget. Go through the story once or twice until you have
thoroughly mastered it. Do not memorize the story word for word.

4. Announce your story informally in many ways.

• Today we are going to hear about our old friend, The Three Little Pigs.
• I have a new story for you today and it is called, The Monkey and the Turtle
• You have all heard stories about- Jack and the Beanstalk. Do you know that
there is a little girl and her name is Molly Whuppie?
• Show pictures of certain characters in the story you are going to tell.
Describe each of the characters. Then you can say- "Would you like to know
more about them?"
5. At the end of the storytelling, do not give any check up questions or tests.
Do not ask children if they liked the story or not. They may not like the story
at all because of the way it was told, so it may be embarrassing.
6. Children may draw pictures or illustrations of the character they like best
or they may dramatize the story later on.

One thing to remember is that storytelling gives pleasure and

enjoyment to children. Nearly all the stories that belong to
what we call folk literature are good for storytelling. Nursery
and fairy tales, myth and legends, hero tales and stories from
the Bible are suitable for telling.
Uses of Pictures
Using pictures in storytelling enhances understanding, especially when
words alone aren't clear. They act as stand-ins for real objects, evoke
emotions, and make lessons more engaging and comprehensible for children.

Kinds of Pictures
Pictures, whether from magazines, paintings, photographs, drawings, or
sketches, are convenient for classroom use. They must be authentic and clearly
represent what they depict. The images should be simple, detailed, large
enough to be easily seen, and meaningful, inspiring ideas and imagination. They
should also possess color, harmony, and beautiful design.

How to Use Pictures

When using pictures for storytelling, ensure they're visible to everyone by
arranging them on a chalkledge, blackboard, bulletin board, or picture stand.
Each picture should match the children's grade level in terms of size, detail,
color, design, and background. Use only a few pictures to avoid confusion, and
let the words of the story align with the images. Suitable stories include fairy
tales, myths, fables, and Bible stories, which captivate children's curiosity about
Dramatization
Drama, derived from a Greek word meaning "to act or do," is a storytelling
method intended for acting, not just reading, and suits both children and
adults. Dramatization involves using body actions to portray characters and
movements in stories or plays, helping children interpret and understand
literature. It's a natural and childlike form of expression, essential for young
Two
children to act out Types
their of Dramatization
thoughts and fantasies in healthy ways.
A. Formal Dramatization
The play is meticulously planned and rehearsed until perfected. Students decide
the plot, often with the teacher's guidance. Participants are selected to fit the
characters and must memorize their lines and actions. Props and costumes are
used to enhance
Valuesrealism.
of Formal Dramatization
1. It gives the participants the ability of self-expression and power of
understanding.
2. It gives entertainment to the audience.
3. It brings to life the subjects that make up the curriculum.
4. It gives substance to stories, historic events, lives of great men and women.
5. It adds meaning to celebration, holidays and commemorative programs.
B. Informal Dramatization
Students act out familiar stories without memorizing lines or needing elaborate
costumes and props. Simple costumes can enhance imagination and
believability, and performances can take place in the classroom or on the school
lawn.
Values of Informal Dramatization
1. It develops the imagination.
2. It improves oral expression and poise.
3. It gives them a command of self-expression.
4. It develops stage presence.
5. It provides an outlet for emotions.

Types of Stories for Dramatization

Aside from the already existing plays written by known playwrights, there are
different types of stories that can be dramatized. Select stories that have several
characters, and full of conversation, plenty of action, strong emotional content.
They may be fairy tales, myths, realistic stories, animal stories, and biographies.
Values of Puppets and Marionettes

1. Cooperation is developed among members of the class.

2. Shy and slow learners can make significant contribution
3. A great deal of out-of-classroom work is done.
4. Interests in reading are developed.
5. Oral and written forms of expressions are improved.
6. Develop artistic and creative skills.
7. Develop manipulative skills.
Advantage of Puppets

1. Puppets provide opportunities for many participants.

2. It does not involve too many exercises.
3. It requires little in the way of costumes, stage, props and equipement.
4. Pupils may engage in every aspect of the production of the puppet or marionette
play.
5. There is audience involvement and participation.
Principles in Using a Puppet Play for Teaching
1. Do not use puppets for stories or plays that can be done just as well or better
by other
2. Puppet plays must be based on action rather than on words dramatic means.
3. Puppet plays must be short.
4. Puppet plays must be adapted to the particular audience. 5. Music and
dancing can be made part of the puppet show.
6. The hand puppet can be the narrator or storyteller.
Puppets need not to be sophisticated to be effective. Puppets are not limited to
a particular age group. It can be used by the teacher to make her class more
alive and arouse the children's interest in literature. Some stories that are good
for puppets are: Sleeping Beauty, Jack and the Beanstalk, Rapunzel,
• Puppets are figures that mimic life and are used for dramatic presentations.
Thumbelina, The Emperor's New Clothes.
• There are two types of puppets: puppets, which are hand-manipulated dolls,
and marionettes, which are dolls manipulated by strings.
• Puppets can be classified into stick puppets, shadow puppets or silhouettes,
finger or hand puppets, and string puppets, also known as marionettes.
• Shadow puppets are flat cardboard cut-outs representing characters from a
lighted screen, easy to make but not easy to operate.

• String puppets, also known as marionettes, are movable figures manipulated

by artists, painters, and sculptors, performing on stage with skill and
coordination required for professional shows.

• Informational books, like encyclopedias and dictionaries, are factual,

accurate, and purposeful learning materials. Authors must be qualified or
have their books checked for accuracy. They should include illustrations and
be clearly labeled.
Informational Books
What are informational books? The word informational according to Webster’s
dictionary means to give information. As the word implies, informational books
are books of facts. Informational books are hard to define. The encyclopedias,
dictionaries, and the telephone directory are informational. Informational books
are not restricted to any subject or group of subjects; they cover a wide range
of subjects. The new informational books which are appearing more and more in
libraries and in classrooms and which have attracted the attention of children,
teachers, librarians, as well as parents, belong to a more narrowly defined
Comics
group.
The rise in the popularity of the comic books as the reading fare of many
children and their impact on children’s minds has been the concern of parents,
librarians, as well as teachers. The young people have always shown avidity for
the comic books. There has been much furor about the undesirable outcome
they might provide in children.
Some reasons why children read comic books are:
1. Imitation –When a child sees other children treat comic books like a prized
possession, he observes that owning them gives prestige. After they have been
read, they are traded off with others.
2. There is a dearth of reading materials in many houses. Many homes have few
books and magazines except for the daily newspaper or perhaps none at all.
3. There is an abundant supply and variety of comic books displayed in
magazine stands and even in the store at the street corner.

Why are the Comic Books appealing to Children?

1. Perhaps one of the reasons why the comics appeal to children is the ease with
which they can be easily read and understood. Although the vocabulary of most
of the comics is difficult, that is not important, for the actual text need not be
read at all. Just merely looking at the pictures and reading a word here and
there are enough to understand the story.
2. Little imaginative effort is needed to read the comic books. The characters
and the situations in bright colors appeal to mere senses than by reading them.
3. Stories in comic books have action, suspense, mystery and danger.

4. Heroes of comic books are adventurous and daring and children tend to
identify with them.

5. The “funny” comic books or “funnies” bring relaxation and provide laughter
to them.

6. Lastly, the comic books are abundant; they are available in most magazine
stands and stores; and they cost less than books.