1. LANGUAGE TEACHING material and curriculum design Date: 05/01/2008 Director: Professor Mavis Shang Roger, Yu 9610009M Roger, Yu 9610009M

2. The Literature Curriculum  Literature-based Reading  Determining the Approach & Goal  Balance in book selection  Determining Units of Study  Fleshing out the Units of Study  Evaluating the Literature Program (Carol, Lynch-Brown, 2004)

3. Literature-based Reading Daily reading aloud by teacher Daily reading aloud by teacher Reading skills taught within meaningful contexts Reading skills taught within meaningful contexts Quantities of good trade books selected to match specific interests and approximate reading abilities Quantities of good trade books selected to match specific interests and approximate reading abilities

4. Literature-based Reading Daily silent reading by students Daily silent reading by students Daily opportunities to share reactions to books orally Daily opportunities to share reactions to books orally Daily opportunities to respond to literature in different ways Daily opportunities to respond to literature in different ways Frequent individual student-teacher conference Frequent individual student-teacher conference

5. Determining the Approach & goal Genre Genre  Knowledge of different genre gives students useful schemata Author or Illustrator Author or Illustrator  Knowledge of author or illustrator  Knowledge of author s ’ or illustrator s ’ Literary Element and Device Literary Element and Device  The better understanding of the skills of writing  Applying this knowledge to their writing

6. Determining the Approach & goal Notable Book Notable Book  Understanding, discussion, and comparing.  Independent reading  Do not fix the list of books from year to year Theme or Topic Theme or Topic  To become aware of the power of literature to explain the human condition  Be changed according to ages of students Combinational Approach Combinational Approach

7. Balance in book selection Reading aloud Reading aloud Class study Class study Small group study Small group study Independent reading Independent reading Selected present the diversity of character Selected present the diversity of character Selected present the diversity of setting Selected present the diversity of setting Selected present the diversity of theme Selected present the diversity of theme

8. Determining Units of Study EX : A Genre Organization Approach UNIT1 Tradition Literature UNIT1 Tradition Literature  Mythology  Legends  Folktales  Read-aloud UNIT2 Modern Fantasy UNIT2 Modern Fantasy  Short stories  Read-aloud UNIT3 Historical Fiction UNIT3 Historical Fiction  World War

9. Determining Units of Study EX : A Genre Organization Approach UNIT4 Contemporary Realistic Fiction UNIT4 Contemporary Realistic Fiction  Collection of essays  Read-aloud UNIT5 Mystery UNIT5 Mystery  Drama  Role-play UNIT6 Science Fiction UNIT6 Science Fiction  Background of environment protection  Articles of the Internet  Sharing independent finding

10. Fleshing out the Units of Study Two Methods of Organizing Details of Units Two Methods of Organizing Details of Units  WEBS Visual overview Visual overview More organized More organized Ex1:to teach literary element—character #11 Ex1:to teach literary element—character #11 #11 Ex2:literature across curriculum—history or social studies #12 Ex2:literature across curriculum—history or social studies #12 #12  Literature Units—Organized by day or by week Objectives #11 Objectives #11 #11 Procedure and method #12 Procedure and method #12 #12 Evaluation Evaluation

11. Evaluating the Program Traditional paper test Traditional paper test Oral test Oral test Personal observation Personal observation literature program focus on— students’ behaviors rather then concepts of units literature program focus on— students’ behaviors rather then concepts of units Checklist for involvement— to evaluate form teachers’ perspectives #14 Checklist for involvement— to evaluate form teachers’ perspectives #14 #14 Checklist for classroom environment— to evaluate form students’ perspectives #16 Checklist for classroom environment— to evaluate form students’ perspectives #16 #16

12. THANK YOU FOR ATTENTION Q and A