Group work: Elements of a Short Story-THEMES (LESSON PLAN)

Date:  April 29 2011

Grade Level: Grade eight

Age Group: 12-14

Number of Students: 36

Language Arts Area and Subtopic: Elements of a short story/ theme

Duration: 40 minutes

Other Language Areas: Characterizations, setting

Objectives: students will:

                    Share their stories of superstition

                    Identify and discuss the characteristics of the stories
Examine elements of the text to make predictionsPre-requisites: students should be able to:
Read
Tell storiesApproach/ Strategy: discussion

Materials: mats/ blankets

Preparation: students will arrange the class in a fish bowl arrangement.

Introduction: teacher will tell her own experience with superstition. She will also mention terms like the soucouyant, bolom, "Jean Gaje" and ask students what they know about them.

Development:

Step 1: students will take turns to tell stories of superstition. Students are free to comment on each other’s stories, make adjustments and tell their version of the same story based on how they have heard it.

Step 2: students will identify and discuss the characteristics of the stories highlighting their variations and commonalities.

Step 3: students will be given a copy of the story, "The Village Washer". As a class we will discuss the topic of the story. Students will be asked the following questions:
Is the title attractive? Is it one which makes you want to read the text?
Based on the topic, what do think the story is about?
Using the class activity as the basis along with the topic what do think the story is about?Step 4: teacher will read a brief preview of the story to give students a little more information to make their predictions. The teacher will not give out too much information but rather just enough to get students interested in the story.

Conclusion: using a table format, students will document the similarities and differences among the stories.
Based on the preview that was read and the discussions in class, students will make predictions as to what the story will be about in their prediction logs.

Evaluation: students will be asked to draw their idea of a superstitious character of their choice in their journals.

How useful was DRTA in the classroom?

I realised that Directed Reading Thinking Activity allowed for a very interactive lesson with my students. The strategy allowed for stu vdents to use their prior knowledge in making predictions about the text. Additonally, my students were better able to understand the story as it forced them to use their critical thinking skills and develop their reading abilities. I also observed that my "silent students" were also eager to share their experiences. Moreover, after reading the text students were able to use examples from the text to validate or refute their predictions. I therefore, conclude that the DRTA was very useful in assisting my students in responding to the text.



http://www.rockingham.k12.va.us/English/shared/Directed%20Reading%20Thinking.pdf

http://www.teachervision.fen.com/tv/printables/prodev/PAS_DR-TA-guide.pdf

Literacy Strategy: Directed Reading - Thinking Activity - PDF

http://www.lpb.org/education/classroom/itv/litlearn/strategies/strat_3drta.pdf

TeacherVision: Directed Reading - Thinking Activity

http://www.teachervision.fen.com/skill-builder/reading/48610.html

Teaching Comprehension K-2: Using DRTA to Predict When Reading - PDF

http://www.curriculum.org/secretariat/files/Oct25reading.pdf

Lesson Plan for a Social Studies Directed Reading - Thinking Activity - PDF

http://www.lpb.org/education/classroom/itv/litlearn/lessons/lssn_3drta.pdf

Ingredients of a DR-TA

http://raider.muc.edu/~schnelpl/Content%20Area%20Reading.1/DRTA.htm

DR-TA for Night by Elie Wiesel - PDF

http://english.byu.edu/Novelinks/reading%20strategies/Night/DR-TA%20for%20Night.pdf

  

Directed Reading Thinking Activity in the classroom

Subject: English Literature
Grade: Form Two ( Grade eight)
Age group: 13-15



I tried using Directed Reading Thinking Activity when doing the story "Backfire" by NevilleGiuseppi. At the beginning of the class i wrote the title of the short story on the board to hear some of the ideas my students about it. I did not inform them that this was a title of a short story, I just guided their discussion as their related their experiences and thoughts on the word " Backfire".

I then asked them a series of questions based on the cover of the book, what they thought, the impressions they were given at first sight, whether they were interested in reading the book based on the title and cover. After the exchange of ideas, the students were very enthusiastic about the reading the story. Before the actual reading, I asked them to predict five events they thought would occur in the short story. 

During the reading I stopped them after the main character travelled to Port of Spain and referred them to their predictions. The students were very enthusiatic about reviewing their predictions and discussing its outcomes. Students were then given an opportunity to  predict the rest of the story.

After reading the entire story, students were allowed to review their predictions once again and substantiating it with reason. This allowed for a lively class discussion and students wanting to do the  same for the next story, Horace's Luck.

Directed Reading Thinking Activity

STRATEGIES TO ASSIST IN RESPONDING TO LITERATURE

 
 
There are some strategies which can be used before, during and after reading. One such strategy is Directed Reading and Thinking Activity (DRTA).

Directed Reading and Thinking Activity

He further posits that this strategy encourages students to be active and thoughtful readers while enhancing their comprehension. Likewise Tierney (1982) claims  that Directed Reading Thinking Activity encourages good study habits among our students.

HOW CAN THE STRATEGY BE USED?  (Gillet and Temple 1994)

Before using this strategy with students, create a classroom climate in which students are free to state their ideas and share their thinking.

As an introductory lesson to Directed Reading Thinking Activity, select a reading passage, and determine several appropriate stopping points within it for students to make, verify, or modify predictions.Be cautious not to interrupt the flow of the text too many times, as this will adversely affect comprehension.When using this strategy, guide and stimulate students' thinking through the use of questions. Pose open-ended questions, and encourage students to state their predictions, valuing and supporting all ideas. Wait a few seconds after asking a question, to allow students to process the information and form a prediction.After reading, ask students to revise their predictions based on this new information. Make changes to the predictions and say why their predictions changed( if that  is the case).

http://www.teachervision.fen.com/skill-builder/reading/48610.html

 ROLE OF THE TEACHER

In the Directed Reading and Thinking Activity, the teacher serves in the role of a facilitator. He or she decides which questions to ask and when to ask them. The teacher may use lower order questions to have the students thinking about who,what and where in the text. This strategy is aimed at:

• stimulating students' interest
• activate prior knowledge
• give students soemthing to look forward to

 BENEFITS OF USING DIRECTED READING AND THINKING

Moreover, students may benefit from a variety of  factors as stated by Jennings, C. & Shepherd, J. (1998). 

1. This strategy can be used for all students individually, within small groups or as a whole class.
2. It can also be adapted for various reading levels thus, leaving no child unattended.
3. Additionally, this strategy helps to strengthen reading and creative thinking skills of students.
4. The strategy also allows teachers to focus on a large group of students at one time.
5. Likewise, DRTA encourages particioation from all students and creates a purpose for reading.

Jennings, C. & Shepherd, J. (1998). Literacy and the key learning areas: successful classroom strategies. Eleanor Curtain Publishing  http://www.adlit.org/strategies/23356

Using the strategy BEFORE reading.

You may wonder, how is it possible to respond to a text that you have never read? While your question has some merit, it is possible using DRTA. Students are given the opportunity to comment on the title of the book, its illustrated cover and predict the occurrences of the text using these elements these elements, even before reading the text. These predictions can be written in their prediction logs and/ or discussed orally. These predictions provide students with a purpose for reading as they rty to validate their assumptions.

Using the strategy DURING reading.
This strategy is also very useful during the reading of the text. It allows for teachers to question their students, moreover, it also allows for students to begin reflecting on their predictions, refuting or adding to it. DRTA also allows for teachers to monitor their students thoughts and generate discussion.

Using the strategy AFTER reading

After reading students are able to go back to their predictions and speak about it. Not only does this strategy allow for critcal thinking among students but also, it encourages interest for further reading.


 

Read more on TeacherVision: http://www.teachervision.fen.com/skill-builder/reading/48610.html#ixzz1KEUb9kBe builder/reading/48610.html#ixzz1KEUb9kBe

http://www.teachervision.fen.com/skill-builder/reading/48610.html

http://www.youtube.com/results?search_query=CLASSROOM+DISCUSSION&aq=f

http://www.studyguide.org/lit_circles_high_school.htm

The following steps outline the DR-TA process.

1. Introduction
• What do you already know about this subject?
2. Predict
• Looking at the title, what do you think the story is about? Why?
• Looking at the pictures, what do you think the story will be about? Why?
3. Prove or Modify Predictions
   After reading each section, answer the following:
• What do you think now?
• Can you prove your predictions, or do you need to modify them?
• What do you think will happen next? Why?
4. Reflect
   After reading the entire selection, answer the following:
• What did you find in the text to prove your predictions?
• What did you find in the text that caused you to modify your predictions?

Literature Circles-An Innovative Strategy to Encourage Students to Read

STRATEGIES TO AID INTERACTION WITH TEXTS

"Readers must analyze and think, producing their own understanding, not simply remember information provided by teacher or textbook."   --Robert E. Probst, 1994,  English Journal

  

He further posits that students will benefit from responding to literature in the following ways:

q   Students will learn about others

 

q   Students will learn how texts operate, how they shape our thought and manipulate our emotions

 

q   Students will learn about cultures and societies, their varying concepts of the "good life," of love and hate, justice and revenge, good and evil, and other significant issues of human  experience

  

q   Students should learn about the processes by which they make meaning  out of literary texts

 

q   Students will  effectively use a variety of writing strategies to encourage reading comprehension, critical thinking, and communicate their understanding of texts to others

                                                 

Thus, our role as teachers is to create opportunities for responding to text both orally and written. These activities to foster discussion and interaction among students can take many forms, such as:





LITERATURE CIRCLES: According to Harvey Daniels' definition: "Literature circles are small, temporary discussion groups who have chosen to read the same story, poem, article, or book...[E]ach member prepares to take specific responsibilities in the upcoming discussion, and everyone comes to the group with the notes needed to help perform that job"

 http://www.tcnj.edu/~vander5/litcircles.htm

RESPONSE JOURNALS: Reading response journals are a place where students respond to literature by recording their thoughts, feelings, reactions, and questions about the book they are reading

http://www.centralischool.ca/~bestpractice/response/index.html

Students may also represent their thoughts visually through:

• 
  Advanced Graphic Organisers
• Plot Maps
• Story Boards
• Chain Events
• Fish Bones

These strategies encourage students to organise their thought, interact with their peers and gain better understanding of the text selected. Additionally, it allows for the introvert students to share their ideas comfortably and be actively involved in the lesson.

http://www.studyguide.org/lit_circles_high_school.htm

STAGES OF LITERARY APPRECIATION

It is fundamental that as teachers, we understand the various stages of literary appreciation to make literature meaningful to our students and help them better connect to the text. Thus, not only do we have to understand the stages of literary appreciation but also apply various strategies suitable to the students' level.

Firstly, as teachers, we must see a need for Young Adult Fiction in the curriculum. Herz 1996, supports this view as he asserts that Young Adult Literature is appropriate for unmotivated students who cannot manage the prescribed readings in the English curriculum. Moreover, to ensure that adolescent readers are comfortable and able to understand the material they are presented with, we need to consider students' stages of development to select materials and methods that support them (Herz 1996). Thus, readers "add-on" to their initial stage depending on subject matter, interest, habits and individual reading abilities. Carlsen (1974) and Nielsen and Donelson (2001) established stages of development that must occur if a child is to become an adult who reads enthusiastically with aesthetic appreciation.

Donelson and Nielsen (2001) posit that at level One of Literary Appreciation-
 
Understanding that Pleasure and Profit come from Literature (Ages 0-5yrs)

It should be noted that development of literary appreciation begins long before children learn to read. At this stage, literary appreciation is a social one. The appreciation develops with exposing the child to books and movies or having them relate stories. As parents and teachers, we play a vital role at this stage, supporting children and engaging them in reading activities.

Students may then add-on to their stage of literary appreciation, by becoming addicted to a particular book or character. This addiction allows for the development of speed and skill. Nielsen et al (2001) regard this as Level Two: where students are learning to read or decoding information(Ages 6-8yrs).

A note of caution: struggling students may no longer be searching for pleasure but focus mainly on decoding information.

Level Three: Losing Oneself in a Story (Ages 9-11 yrs)

During this stage, reading becomes a form of escape to readers. Children frequently read series books, fantasies and animal stories (Carlsen et al 1974). For example, a child may indulge in reading books such as The Secret Seven by Enid Blyton and Archie Comics. Carlsen (1994) further claims that it is vital that this stage occurs for everything else in literature to be meaningful. As teachers we need to surround our students with these materials to stimulate their interest and set a foundation for this stage to occur.

Level Four: Finding oneself in a story (Ages 12-14)

During adolescence, our young people are self-searching and making decisions about who they are. In most cases, they tend to identify with characters in books and movies. Therefore, they place preference on texts and films with "real" stories that they can relate to in order for them to receive pleasure. They become discriminatory and are no longer satisfied with stereotype characters. They are no longer living vicariously in character's experience but rather, adolescents are searching to find themselves in the roles of these characters. Reading for these young adults is aimed at discovering  their own identity. Our role as the teacher, is to select material which is suitable enough to evoke students' interest, which are relevant to their lives and provides a sense of hope for our youth.

Level Five: Venturing Beyond Self (15-18 yrs)

At this stage of literary appreciation, the adolescents egocentricism is no longer his sole priority. His focus is on developing skills intellectually, emotionally and physically. Thus, reading is not a central focus but rather places emphasis on the society.

Level Six and Seven: Reading Widely and Aesthetic Appreciation (Ages 18-death)

Reading at this stage is for pleasure. Individuals read and share their experiences with their peers during book talks and book clubs for example. Individuals read a variety of genres  at this stage and enjoy literary appreciation, having acquired all previous stages.

Thus, as teachers and parents, we need to support our children at which ever they are but ensuring that they keep adding to the previous stage which they already possess. In our classes, we have students at various stages of literary appreciation, therefore, as teachers, we must not only be familiar but also understand these stages to match each reader's stage with materials which entertain them. These materials must also challenge readers so they may add-on to their stage (Bushman and Haas, 2001)

http://www.pucpr.edu/facultad/ssantiago/english326/326-Stages%20of%20Literary%20Appreciation%203.pdf

http://www.breitlinks.com/my_libmedia/adolescent_lit.htm

CAN THE NOVEL "HARRY POTTER AND THE CHAMBER OF SECRETS" BE CONSIDERED SUITABLE FOR ADOLESCENT LITERATURE?

J.k.Rowlins, presents a young boy,an orphan seaching for an identity, an acceptance, haunted by the past of his parents. H e struggles between a world of magic and grave problems and the world of humans unwanted by his"ready-made" family, an intruder, alone.

Advocates for Young Adult Literature assert that it:

•  portrays an adolescent as a protagonist
  
  Ted Hipple (1992) states that "Literature written for young adults is fine literature, about themes that are universal, with quality that is stunning. Such literature merits- and rewards- attention."
• settting is limited only by the imagination and skill of the author
• themes focus on the challenges of youth
• storylines are consistent with age of the main character

1. Harry Potter and the Chamber of Secrets meets all of these characteristics but can the book really be considered suitable for adolescent literature?

The book presents Harry Potter as the main character- a twelve year old, who recently found out that he was a wizard. J.K.Rowlins creates a world of magic with talking portraits and flying cars which extends far beyond the  imagination of the audience. The novel focuses on issues of identity, acceptance and the changes administered by puberty.Rowling (1997) expounds that the book is a "springboard into the discussion of identity issues with adolescents, helping them to understand and successfully negotiate the challenges of this phase of life." Students are able to identify with the issues of:

 *IDENTITY- Harry Potter tries to "fit in" to the world of wizardry a the "human " world without his parents being constantly bullied by his peers in both realms.Thus, adolescents are able to relate to this issue and empathize with the characters. Similarly, Hermione Grandger who is half witch, half human known as a mud blood is constantly taunted because she is considered an"outsider' in the world of magic. Rowlins posits that the novel aids young readers in undergoing Erik Erikson'(1968) theory of psychosocial development where individuals acquire their identity. Identity development involves deciding who one is and what one is going to be for the rest of one's life. The challenge for youngsters in this stage is to separate themselves from the family psychologically and to establish their own independent identities as it is highlighted in the novel. However,the text does not present identities to children but help them formulate it through its characters.

 *CLASS DISTINCTIONS- Rowlins also present a hegemonic society in which the "lower class" wizards are dominated and made to feel inferior those in the upper class. This  division i portrayed in the school system as the  students with more influential parents intimidate the others. Moreover, they ridiculed by the upperclass because of their inferior materials.As a result, adolescents are able to connect with these characters and their experiences since it is familiar.

The novel explores many other themes such as the triumph of good over evil and theme topics such as relationships. However, let us take a deeper look into the suitablity of this text for it to be considered acceptable for Adolescent Literature.Cole (2009) puts forward, that Young Adolescent Literature encompasses:


                                                                                                                               KEY
                                                                                                                              *-characteristic
                                                                                                                               x- not characteristic

CHARACTERISTICS                           HARRY POTTER                                                           

(i) A multi- themed story                                   *                       

(ii) Memorable characters                                 *

(iii) Original idea                                              *

(iv) Framed in language young readers
       can understand                                          *

(v) Characters and Issues young readers
     identify with                                                *

(vi) Believable, emphatic characters               *


In addition to the above stated characteristics, Harry Potter and the Chamber of Secrets is also captivating from the cover page as it colourful images add colour to the cover. This animation is not only enticing to visual learners but young readers in general. Likewise, the use of large prints makes the book reader friendly to the adolescents who quickly reject books of fine print. Moreover, the book has short chapters with the use of subtitles to predict what is to come in the chapter. These subtitle serves as a prompt or anticipation guide which helps the readers predict what will happen in the chapter generating interest from the students. Furthermore, as Cole (2009)  highlights, the language must be suitable for adolescents to comprehend. This simplicity was quite evident in text, with the use of simple vocabulary which is comprehensible to all students. This simplicity of language made the text easy to read and engaging for all young readers. In addition, students were able to identify with some of the issues encountered by the young characters in the novel and make connections to their personal lives.Thus, Harry Potter and the Chamber of Secrets can be considered a suitable text for Adolescent Literature.

However, I believe that the book lacks images which would provide scaffolding to not only the visual learners but basal as well as all readers alike. This lack of images may deter young readers and discourage them from continuing to read the novel. Additionally, students may not be able to make the transition from the world og magic created in the text to that of real life. Therefore, although the text meets the characteristics of Young Adolescent Literature, it also has questionnable aspects which may remove from its suitability as a text for instruction. *


http://en.wikipedia.org/wiki/Young-adult_fiction
http://en.wikipedia.org/wiki/Harry_Potter_and_the_Chamber_of_Secrets 
ADDITIONAL READING
https://resources.oncourse.iu.edu/access/content/user/mikuleck/Filemanager_Public_Files/L535/Unit_1_Readings/Harry_Potter.pdf

USING THE LITERATURE- BASED APPROACH IN THE CLASSROOM(Reviewed)

Barbara Samuels (2001) asserts that literature written for adolescents "provides a perfect vehicle to help adolescents cross the bridge between literature for children and adult classics."

A great deal of importance is placed on the integration of Literature into the English Language Curriculum. Consequently, there is a great deal of pressure on teachers to differentiate their activties as a means of motivating students, develop their interests  and stimulate healthy class discussions and interactions of all learners. Gunning (2000) suggests three ways in which teachers can vary their approaches in order to reach all their students as well as provide the necessary scaffolding needed for struggling learners. He proposed;

CORE LITERATURE PROGRAMS, TEXT SETS AND THEMATIC UNITS

In this approach students would be exposed to a variety of books in order to generate discussions from the students on a familiar topic.Students will be more responsive because they are interested in the topic and have an opinion on this issue. George (2001) states that since the students were exposed to a wide variety of text, they were fully equipped to participate in the discussions. The integration of the various genres allows for students to make constant connections among various texts. In order to generate responses from all students, even those who may be introverts, we should divert from just asking students questions based on a text they have read and avoid reading to the students. Contrary to this, Halpern (1987) recommends that we allow the students to personally respond to the books in writing. These responses can take the form of Response Journals, Listening Logs, Literature Circles, Book Clubs which allow for better learning of Literature, reflections and the connection of ideas to aid comprehension. 

Moreover, it is our responsibility as teachers to develop the students interest in reading. We need to provide books to the students which matches their interest. Characteristic of adolescent literature, students will not only be captivated but be able to identify with themes and the overall content of the text (Halpern 1986). In addition, we need to ensure that a wide variety of books are available to our students to provide them with sufficient exposure to various writing style. Advocates of a student centred classroom would agree that students need to be given time to read in class and share their views to allow effective learning  and interaction in the classroom environment. Thus, students should should be surrounded with books which adventurous, rich in language such as folktales which generates high levels of their interest (Bosma 1981).

Hence, the teacher seeks to equip students with the fundamental knowledge and skills necessary to develop an appreciation of literature  in and out of school.

          













;

THE ROLE OF LITERATURE CURRICULUM

Literature in Secondary Schools appears to be losing its prestige and lacks popularity among our adolescents. Can we conclude that this a consequence of the poor treatment of the subject or our  inability to disseminate its importance to our students?
As educators, have we understood the role of the Literature Curriculum to effectively teach pass this on to our students?

Richardson and Miller (2001) assert that Literature has four fundamental roles in the School's Curriculum. They include:

1. Literature helps students become emotionally involved with events and people.
      Smagorinsky and Gevinson postulate  that teachers must help students " to respond 
       emphatically to literary characters and their experiences." Thus, to assist our students in   
      developing their emotional and interpersonal skills, we need to 
      select material which will help evoke this feelings from our students in an effort to help with
      the transition from the events in the book to the realistic events which await them.
      Additionally, as teachers we need to ensure that we are able to make these connections with 
     the texts in order to effectively develop this skill within our students. 

Additionally, Richardson and Miller posit that the Literature Curriculum assists students in understanding reality. Students develop analytical and  comprehension skills through their readings and experiences with Literature. They are therefore able to solve the issues which they may encounter more critically and make sense of the world around them. Moreover, it is our responsibility to allow our students to take ownership of their reading and responding to Literature. To begin this process, we need to vary our approaches such as response journals, book clubs and materials to encourage a group of readers who read for more than just acquiring information but for pleasure or mere self-indulgence.

The International Reading Association's Adolescent Literacy Commission contend that "adolescents deserve access to a wide variety of reading material that they can and want to read." (Moore, Bean, Birdyshaw & Rycik, 1999, p.4) Succinctly put, the literature must be captivating to the students and provide stories of satisfactory endings ( Richard-Miller 2001). These stories should provide  a sense of hope for the students and encourage them to transfer this to their daily lives when resolving conflict. Likewise, educators in an effort to place greater emphasis on the importance of Literature, should select themes which are connected  across the curriculum in order to help students make connections and see its relevance (Marshall George 2001).

Furthermore, Richardson (2001) state that the Literature Curriculum should provide a common, shared experience for the teacher and all students. Thus, the materials which form part of the curriculum must relate to the students mixed backgrounds,  emotional needs and their learning diversities to promote both efferent and aesthetic reading among our pupils. Louise Rosenblatt (1995, p. 37) cements this view saying " literature must have some connection to students' lives"

Is it safe then to conclude, that the importance of Literature can be accentuated through the efforts of us, the edducators?

Introduction

Hi, my name is Vigna Antoine. I taught for two years at a secondary school before deciding to develop myself, not just as a teacher but a person as well. Although, my life long dream is to become a lawyer, teaching has always been a step towards that goal. Apart from the predictions from my own teachers, I embarked on this journey with enthusiasm ready to deliver my best. Currently, my life's plan is exactly as I patterned and it has been a most trying yet fulfilling experience for me. During my two years in the classroom, I have found that true happiness comes from being your best when interacting with the children. Additionally, teaching is beyond a
"job" and the stipend which is used to compensate us is insulting. However, the bonds form with  the children whom you meet, the colleagues who traverse with you and the traits you continously discover about yourself  is more satisfying than any human encounter.

Thus, my entries will reflect my thoughts, that of my peers and scholars before me as I embark on this journey to equip myself for the students I am so eager to meet. Feel free to comment, disagree and critique my work. I look forward to your entries.

Have fun!

How do we use the Literature-Based Approach in the classroom?

In an effort to encourage our students to read as writers, as teachers we need to first  include our students in the text selection process. The input of our students would ensure that the material used in the classroom is easily understood and the themes applicable to the students' lives. Additionally,students should be taught the necessary skills to be able to identify elements of the writer's craft and appreciate his/her point of view.Furthermore, students need to also be encouraged to write not for "the teacher" but with an audience in mind extending beyond the classroom. In essence, students would model what they have read (while reading as writers) while applying the skills gathered. As teachers we can facilitate this process by introducing activities which will assist students in writing critically and display a sense of audience and ownership for their work. 

Teachers can facilitate this continuum from reading for instruction to that of construction, by allowing students to edit the work of their peers through Writers' Workshop, thereby giving them the opportunity to display their skills and allow for collaborative learning. The Writer's Workshop will not only encourage collaborative learning but also provide students with a sense of independence  and ownership for their peers and themselves. We can also implement encourage class discussions on various texts allowing the students to direct the discussion rather than the teacher giving prompts or questions which he or she feels is fundamental and guide the students thought patterns. Moreover, we could also make class activities fun and allow students to participate and perform during the literature classes. For example, we should allow students to read poetry and incorporate the element of music to allow for not only interaction but also help students understand the purpose for which these pieces were written.Succinctly put, students should be the most dominant figures in the classroom while the teacher facilitates and equips them with the necessary skills necessary to read and write effectively.