Teaching the literature program to four-point students Topic 3: Teaching the literature program to four-point students

Remember: The learning process is the same for four and five-point students The following are suggestions for teaching students taking Module D (from the Literature Handbook).

Suggestion #1: First teach the HOTS with reading comprehension and other domains. Then, when you teach the literature program, re-enter them. The students will already be familiar with the HOTS, making it easier for them to deal with the analysis of the texts.

Suggestion #2: If you are teaching a class of three and four-point students or a class of good three-point students, start teaching the literature program. Even if the students do not take the four-point exam in the end, they will have benefited from learning the literature.

Suggestion #3: Read all texts to your students, with the students following in their copy of the text. Note: the poems and stories on the national literature exam programs have been recorded and can be accessed online at the TLC site.

Suggestion #4: Break down the tasks Give as much scaffolding and explanation as possible.

Suggestion #5: Model the types of answers you expect to get for the different Key Components of the unit. Go over the answers, pointing out what makes a good answer. Do several tasks together with your students. Think aloud as you do the tasks and then having your students give their input. Encourage your students to write their answers in their own words.

Suggestion #6: The following are suggestions for breaking down the Bridging Text and Context task: Explain to the students the purpose of the task and that the information they are being given is NOT from the literary text they have read. Have the students identify the information that is given and list what they know. Students should first write the information for themselves on a piece of paper and then share frontally – with the teacher compiling their answers on the board. Have the students relate the new information to the literary text. Encourage them to brainstorm their ideas. Have the students explain how that information is connected to the text. Have the students find an example from the text to support the connection. Help the students organize what they have done above, into a paragraph.

Suggestion #7: Use enactments and drama to engage weaker students to participate.

Suggestion #8: Work according to your Unit Planners. Allow for sufficient time for the students to work at a slower pace. Devote more lessons to the unit when necessary.

Suggestion #9: Don’t worry about doing fewer unseen passages!