Passi city college

Passi City, Iloilo

SCHOOL OF TEACHER EDUCATION

ENG 111
Children and Adolescent Literature

RUSTOM D.
PARLE, lpt
Module

1Rustom D. Parle, LPT

ENG 111- The Children and Adolescent Literature
Page |1
Module No: 1
 Passi City College
Passi City, Iloilo

SCHOOL OF TEACHER EDUCATION

ENG 111 (CHILDREN AND ADOLESCENT LITRATURE)

MODULE 1
The Place of Literature in a Child’s Life

Module Overview:
This module comprehensively elucidates the place of literature in a child’s life. It will discuss also
the importance of children’s reading interest and how to select books in teaching literature for children.
Moreover, this module will explain the history of children’s literature as well as the development of it in
the Philippines.

Module Outcomes
At the end of the module the learner should have:
• discussed the importance of literature in the child’s life
• identified books suited for children
• elucidated the history of children’s literature through graphic organizer
• explained the development of children’s literature in the Philippines through vlog or
video presentation

Module Content
A. The Place of Literature in a Child’s Life
B. Children’s Reading Interest
C. Selecting Books for Children
D. History of Children’s Literature
E. Development of Children’s Literature in the Philippines

Hello! I am Sir Tomtom. I will be your teacher for the entire journey for
your course ENG 111 - The Children and Adolescent Literature. How’s
your education dear? I know you are so strong in embracing this new
normal education. Let’s work together and let me guide you in your
voyage to the world of children and adolescent literature.

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ENG 111- The Children and Adolescent Literature Module No: 1
Read

Introduction and Overview

From the beginnings of education in our country, children’s literature has always had a
place the school curriculum. Although the emphases in the literary experiences of young people
at school have changed from time to time, the basic commitment to literature as a valuable
ingredient to their education has remained.
Except for the textbooks for classroom training, children have not been exposed to a
wealth of challenging reading materials for their own pleasure. Textbooks are not enough;
books that young people can read for their own enjoyment and profit are needed. The practical
values of children’s book have not been fully recognized.
A child’s appreciation of good literature comes partly from exposure to stimulating
stories and books which start at home. Teachers, librarians as well as parents, can work
effectively in developing in children a love for literature to expand the horizon of children and
enhance their worth as children who will someday become worthwhile adults who can
contribute to their country’s progress and prosperity and who can be versatile in meeting the
challenges of a rapidly changing milieu.
The world of books offers children rich opportunities for developing into citizens and
well-rounded personalities who will be assets to their family and society. Through books, they
may partly fulfil their basic emotional needs- an indispensable condition for personality
development.
Through literature, the child develops his tastes in reading for pleasure. If he
experiences satisfaction in the stories the teacher reads, he will seek out this satisfaction in
other stories. Satisfaction, happiness, contentment, fun, joy, positive release, pleasure: all of
these should accompany the literature period in the classroom.
Literature fulfils a need in the classroom which does not confine it to the language arts
alone. It touches on every aspect of living and should be an integral part of the school program.
At least every day or in some situations or instances more than this, a teacher should read a
poem or story or tell a story to the children regardless of their age range or grade placement.
There is a wealth of good literature for every occasion that the teacher can choose from.
Children need literature in order to enrich their own language. Literature is a beautiful
language, thus freeing him to expose its meaning and requiring him to use his higher mental
processes. The processes of thinking, perceiving, remembering, forming concepts, generalizing
and abstracting are made possible as the child acquires his vocabulary.
Children’s literature contributes toward creative development in boys and girls and
offers many opportunities for creative teaching. The creative teaching of literature can
contribute to creative development in many ways:
a. It can stimulate children to write for themselves. Children who write their own
literature are always eager to see what others write.
b. It can help build a vocabulary that will help the child to express himself better.
c. It can help children build skills in expression.
d. It can develop a sensitivity to sights, sounds, words, life’s problem and people.

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ENG 111- The Children and Adolescent Literature Module No: 1
 Children should be properly motivated to read good books. The best initiators or
motivators for developing in children the desire to read are the parents, the teachers, and the
librarians.
Always remember that children who, through intimate, daily contacts with best in
children’s literature- know that a good book is the best of friends, today and forever.

Children’s Reading Interests

Children’s reading materials, when chosen in the light of their needs and interests, serve
as one of the essential factors in their development in the various phases of growth. Good
literature brings the child into contact with great minds and various forms of experiences,
increasing his knowledge of human nature and of the expanding world around him. Literature
does not only increase the child’s knowledge about life and living but can also a springboard for
creative writing, dramatics, arts and music.
In order to achieve these desirable changes in the child through literature, it is necessary to
know each child- his interests, capacities, needs and aspirations. Parents, teachers and
librarians share the responsibility of helping him find the right books and provide activities that
are related to his interests and needs.
Interest is an expression of an individual’s pattern of reaction or behaviour toward
himself, his environment, his associates and the situations he may find himself. It is developed
from early childhood and progresses onward as a result of experience. It can be interpreted as a
motivating force that stimulates the individual to participate in one activity rather than in other.
Needs has been define as the “desire for what are called or considered necessities.” It is
the lack of necessities; are strong motivations that have to be met.
Every child is unique so his needs and interests, and reading ability should be fully
understood to serve as guide in helping him select his reading materials.

Selecting Books for Children

Good book selection not only requires a thorough knowledge of children and their
individual needs, interests and abilities, but likewise demands an equal understanding of the
field of children’s literature.
The six years of elementary school are most crucial period of the child’s life. This the
time when the child will establish reading habits that will prevail through high school and adult
life. That’s why the good elementary school reading program should provide for two
inseparable and interdependent ideas;
a. the development of reading skills, and
b. the encouragement of reading pleasures.
The joy of reading and taste for good books must be developed and encouraged by the
teacher and not left to chance. The extent to which children find joy in good books depends
upon the teacher. Pleasure in reading comes from the discovery that reading many kinds of
books or stories can bring satisfaction. Each book enjoyed strengthens a child’s desire to read
further. The constant purpose of a teacher is to interest children in a varied and well-balanced
program of reading.
A teacher must not only know the variety of books in many fields, their virtues and
limitations, but he must also know the children for whom they are intended-their interest and
needs.

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ENG 111- The Children and Adolescent Literature Module No: 1
Criteria for Book Selection
The following are the factors to consider in book selection for teaching children’s literature:

I. Fiction
A. Theme – it reveals the author’s purpose in writing the story. It is the idea of the story, the
meaning behind the story. The theme should be worth imparting to young people and should be based
upon justice and integrity. It must be interwoven into the structure of the book naturally through the
events in the story and the development of the characters. Children avoid preachy, moralizing books.

B. Plot-it is the plan of the story; it tells what the characters do and what happens to them. It is
the action of a story built around a theme. The plot should develop through action and incident, rather
than through detailed descriptions or character delineation. Children crave suspense and action in their
stories. The plot should be credible and well-constructed.

C. Quality of Content-aside from the plot, the quality of the content of the book must be
examined. The story must be worth telling or reading. Is the story appropriate to the experience and
background of the children for whom it is intended?

D. Characterization-The characters of the story whether they are people or animals

should be convincingly real and lifelike. The character should be so depicted that everything
they do, think, and say will seem natural and true. They should act and speak in accordance
with their age, culture, and educational background. There must be growth and development in
personality of characters. This development of his character is made clear as he solves his
problems. The change should be gradual and convincing rather than swift and unrealistic.

E. Style- the style of the book refers to the manner or the way the author has written it.
Every author has his own individual style. A good writing style must be appropriate to the plot,
subject, theme, and characters of the story.

F. Format-the physical aspects of the book must also be considered. The binding, the
quality of paper, color, typography, word spaces and margins are very important factors as all
of these factors should create an attractive appearance of the book.

G. Illustrations – it is important as the text of the book. It should be appropriate to the

text. A book is made more desirable to children by the presence of numerous illustrations.
Large pictures are preferred to small ones. Beautiful illustrations and design deepen and enrich
the child’s enjoyment of a book.

II. Biographies
The same criteria for fiction books may be used for biographies. A biography should be
true to all the facts known about the subject’s life. The hero of the biography must be a real-
life hero, with real- life faults, weaknesses and doubts.

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ENG 111- The Children and Adolescent Literature Module No: 1
III. Informational Books
Books that are primarily concerned with facts should be accurate, easy to read and
understand, adequately treated, well- presented in such a way that it will be easy tp find what
one is looking for.

IV. Reference Books

Dictionaries and encyclopedias. As soon as the children can read, they should have
reference books for their own. When they start asking questions, they should learn how to look
up information for themselves. They discover the fun of digging up the information they need in
encyclopedias. They derive great pleasure in adding new words to their vocabulary- and not
only the word they learn in their spelling lesson.
Here are some examples:
a. The Thorndike-Century Junior Dictionary. Scott (Edited by E. L. Thorndike)
b. Websters Elementary Dictionary: A Dictionary for Boys and Girls
c. The Winston Simplified Dictionary for Schools. Winston (Edited by J.K. Brown and W. D.
Lewis)
d. The Modern Children’s Library of Knowledge. Grolier Society Ltd.
e. Champlin’s New Yong Filk’s Cyclopedia. Holt.

The History of Children’s Literature

Knowledge of the historical background of children’s literature through the ages helps
us understand the forces affecting the development of children’s literature and their
characteristics at different periods. The development of children’s literature reflects the spirit
and interests of the period.
Before the invention in the fifteenth century of the printing press, which made books
more widely available, children listen to stories told by their elders. The stories were about the
adventures of the older people, about animals and imaginary characters. These stories were
passed on by word of mouth from generation to generation before they were collected for
printing.
Since the beginning of time, adults have entertained children with stories and fables.
From these folktales developed an elaborate tapestry of children's literature. Today children's
literature encompasses multiple genres and appeals to readers of every age. Let's take a look at
a brief history of children's literature.

TIMELINE OF CHILDREN’S LITERATURE: 16th Century – Modern Day

Time Period / Description Works of Children’s Literature
th th
16 – 17 Century • 1582- Anglorum Praelia by Christopher Ocland.
Written in Latin these long narrative poems
describe England's glorious victories in battle
During this period children’s literature and pay tribute to the monarch.
was mainly didactic and moralistic.
There was a rise of educational books.
Books were based on the teaching of • 1600’s- Chapbooks emerged- these were small
morals and education. cheaply made books containing fairytales.

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ENG 111- The Children and Adolescent Literature Module No: 1
 • 1658-Orbis Pictus, or Orbis Sensualium Pictus
(Visible World in Pictures) is
a textbook for children written by Czech educator
Comenius. It is something of a children’s encyclopedia
and is considered to be the first picture book intended
for children.

 1668 – 1694 Fables Choisies Mises en Vers

John Locke wrote Some Thoughts (Selected Fables Set in Verse) byJean de
Concerning Education (England) in 1963. Lafontaine (France)
This book influenced many writers to
 1690 – 1886 The New England Primer , the first
look as children as separate and
reading primer designed for the American
different than adults.
Colonies, was first published by printer
Benjamin Harris.
 1697- Histoires ou Contes du Temps Passe by
Charles Perrault (France) was the first written
version of folktales. Published in English in 1729
as The Talesof Mother Goose .

18th and Early 19th Centuries  1719 - Robinson Crusoe a novel by Daniel Defoe
Children’s literature began to be (England)
designed to entertain as well as  1726 – Gulliver’s Travels by Jonathan Swift
educate. (Ireland)
 1744 – John Newberry “The Father of Children’s
Literature” published A Little Pretty Pocket-
Great influence from John Locke (… Book. This was the first successfully promoted
children should enjoy reading) children’s literature designed to entertain
children as well as to teach them.

Rousseau wrote Emile;  1812 – Grimm’s Nursery and Household Tales

or On Education in 1762. published in Germany.
This book promoted “natural learning”  1819 - The Legend of Sleepy Hollow by
and gave tips on raising children. Washington Irving (USA)
 1823 – The Night Before Christmaspublished
anonymously.

Mid to late 19th Century  1865 – Alice’s Adventures in Wonderland

Known as THE GOLDEN AGE . by Lewis Carroll (England) the first children’s
Rise of modern fantasy and realistic masterpiece of modern fantasy.
tales.  1868 – Little Women by Louisa May Alcott
(USA), a story for girls.
 1881 – Treasure Island by Robert Louis
Stevenson (England)

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ENG 111- The Children and Adolescent Literature Module No: 1
 20th Century  1900 – The Wonderful Wizard of Oz by L.
Frank Baum (USA), first classic U.S. modern fantasy for
-Emergence of many notable fantasy children.
writers of children’s literature.  1901 – The Tale of Peter Rabbit by
Beatrix Potter (England), early important modern
-Popularity of the publication of Picture picture storybook in English.
Storybooks.  1922 - Emergence of awards for children’s
books the first being -THE NEWBERRY AWARD
-Popularity of fantasy stories and series
books.  1926 – Winnie the Pooh by A.A. Milne (England)

-Rise of NEW REALISM in children’s  1950 – The Lion, the Witch, and the Wardrobe
books. by C.S. Lewis (U.K.)
 1947 – The Diary of a Young Girl by Anne Frank
-A variety of world cultures is presented (Netherlands) published in English in 1952.
in children’s books.
 1952 – Charlotte’s Web by E.B. White (U.S.A.)

 1955 – Beezus and Ramona by Beverly Cleary

(U.S.A.)
 1957 – The Cat in the Hat by Dr. Seuss

 1961 – James and the Giant Peach by Roald

Dahl and Charlie and the Chocolate Factory
(1964)
Late 20th century  1981 – Jumanji and The Polar Express (1985) by
Chris Van Allsburg
During this period children’s literature  1992 – The Rainbow Fish by Marc Pfister
continues to grow, entertain, and  1997- Harry Potter and the Sorcerer’s Stone by
educate. J.K.Rolling (7 books in the series)

The cultural and ethical values of the  2005 – The Tale of Desperaux by Kate Dicamillo
authors influence their work.
 2007 – Diary of a Wimpy Kid by Jeff Kinney

 2014 NEWBERRY MEDAL WINNER - Flora &

Ulysses: The Illuminated Adventures, by Kate
DiCamillo
Source:
http://milcaguadalupe.weebly.com/uploads/4/2/3/8/42387821/timeline_of_childrens_lit.pdf

The Development of Children’s Literature in the Philippines

Children’s literature in the Philippines traces its roots to oral tradition before Spain
colonized the archipelago. Mothers sung lullabies for their babies. Each region had its own
lullaby: Ili-ili Tulog Anay from the Visayas, Paghehele of the Tagalogs; and Duoay ya of the
Ilocaos. Youngsters heard folktales from adults; these tales were meant to educate the young.

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ENG 111- The Children and Adolescent Literature Module No: 1
Further, proverbs and riddles reflected the people’s philosophy and way of life. Likewise, these
had morals.
Today, children’s literature range from books to multimedia materials and television
shows. Children’s shows now also have print collectibles—which include activity and colouring
books. Some shows, ABS-CBN’s Matanglawin, for example, put into print what has been
featured in various episodes.
This paper shall discuss children’s books in the Philippines: its history, development, and
the beginnings of illustrations in the books. The timeline would be from the pre-colonial era up
to the present.
The folktales and legends tend to explain why things happen. A natural phenomenon is
explained in the tales of the Tinguians and the Mindanaoans: the sky and its contents, the sun
and moon, calamities like floods and earthquakes. The legends show children where things
originate, a name of a place, for instance. Folktales deliver lessons to youngsters. In the case of
the widely known “Juan Tamad,” children are taught not to be lazy fares.

Epics tell of the adventures of certain heroes. This poem is chanted by the elders of the
town—or tribe—and is passed on through way of mouth. The epic is chanted during rituals like
weddings or harvests. Each epic is sacred to a certain tribe or place; it talks about love, hate,
praise to the higher Being, or of destiny Examples of these are: “Hudhud” of Ifugao; “Ullalim”
of Kalinga; and “Hinilawod” of Panay and Negros.

Both epics and folktales involve magic and magical creatures such
as kapre, tikbalang, duende, nuno, aswang, and diwata. This reflects the natives’ belief in the
supernatural, and a higher being that they revered and believed to help them. This faith in such
beings was being passed on to the younger generation.

The nonsense rhymes—such as “Pen Pen di Sarapen”—originated from chants in

children’s games. In the early days, singing was used during older children’s re-enactment of
mock battles. 

The arrival of the Spanish conquistadores resulted to the burning of most of the
Filipinos’ literature; the colonisers reasoning out that the literature “were of the devil,” and be
an obstacle to the spread of Christianity. Other oral literatures were lost due to carelessness or
ignorance. Some parts of the oral tradition survived, nonetheless.

The first book for children came in 1593, Doctrina Cristiana en Lengua Tagala y
Española, written by Father Domingo Nieva. It was used for religious instruction; children
never actually held the book. Only adults had handled the book.

The Filipino child’s first alphabets were learned from the Cartilla, sometimes
called Caton or Abecedario. This list of Roman alphabets and syllables replaced the native
alibata. Books were focused on the lives of saints, prayers and sermons. Written in the
vernacular—in Roman alphabets—these were distributed throughout the archipelago.

Being in the verse form, the Pasion, Pabasa in Tagalog, was the most popular. Aside
from the form, readers believed they would get indulgences from the Catholic Church for their
sins. It was recited in homes and improvised chapels during the Lent; usually by solo or duet.

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ENG 111- The Children and Adolescent Literature Module No: 1
Friends made it a point to recite the Pasion in homes where the family agreed to make the
ritual a tradition. Those who could not read or write were still able to recite stanzas of the
Pasion. According to historian Horacio de la Costa, SJ, Christ’s imitation in the Pasion made an
indio a good Christian and good subjects of Spain in accordance to the king’s constitution.

Children were later exposed to western romantic tales involving kings and knights. They
found this interesting and called it their own. Examples are: El Cid of Spain and Charlemagne of
France.

Francisco Balagtas exposed the horrible situation of the Philippines through

his Florante at Laura in 1838. Masked in a love story set in foreign Albania and
Persia, Florante is commended for its artistic verse and teachings. The themes are Filipino-
based.

Other samples of corrido are Bernardo Carpio, a tale of a young man with great strength
who ends up imprisoned between two mountains guarded by an angel; this was written by Jose
de la Cruz, known as Huseng Sisiw. Another is Ibong Adarna, that tells of the search for the
Adarna bird which is the only cure for the king’s malady. It is set in Berbania. These were the
pass time of the people during that era. Thus, children were exposed to such works.

The Filipinos failed to gain independence as new colonisers took the power from Spain
—Americans. To Filipino children the Americans introduced books that were meant for young
American readers. Filipino youngsters were introduced to Mother Goose Rhymes, Alice in
Wonderland, Grimm’s Tales, Louisa May Alcott’s Little Women, Mark Twain’s The Adventures
of Tom Sawyer, The Adventures of Huckleberry Finn, and Swiss Family Robinson. Since the
setting and way of life presented in these stories are foreign, the result was the alienation of
the Filipino child from his own culture. Adding to the burden was the American-themed
literature for the Filipino children. The values, attitudes were reflected in the Filipino children,
who made the values their own.

Hugo Miller’s Philippine Folklore Series was one of the books written by American

authors but prepared in the Philippines. Ginn and Company pioneered the publishing of books.
This resulted to children considering forein colonizers as heroes and native heroes—Lapu-lapu
for example—as mere insurgents.

Later, Filipinos wrote children’s stories themselves. Camilo Osias’s Philippine

Readers Books 1 to 7 were read by every Filipino child in grade school. Known as Osias
Readers, the book collection contained tales, legends, myths, and creatures that were familiar
to the Filipino child. The pieces were written in English. The author’s preface of Book Four
added that poems and selections that light the fire of nationalism have been included.

Other writers of Philippine stories for children are: Maximo Ramos, Tales of Long
Ago and Philippine Myths and Tales; Manuel and Lyd Arguilla; and I.V. Mallari .

In Philippine comics, Tony Velasquez’s Kenkoy appeared in Liwayway in 1929. The

character was equivalent to “funny guy.” Kulafu a Filipino illustration of Tarzan which appeared
in the Ilocano Bannawag. The illustration was made by Francisco Reyes. Francisco Mabini

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ENG 111- The Children and Adolescent Literature Module No: 1
created the jungle heroine for the Liwayway magazine. In the late 1940s, the Tarzan-based
character Hagibis; the hero-based Lapu-lapu; and Dumagit. Halakhak was the first comic book
in the Philippines. Other comic creators were Nestor Redondo, Darna; and Elpidio
Torres, Bondying and Dyesebel. The comics were easily understood by Filipino children because
the discourses of the characters were written in the local dialects.

In 1945, translations of Western works appeared. Classics like The Little Prince and

Omar Khayyam’s Rubaiyat were translated into Filipino. In 1946, National Bookstore started
reprinting foreign books and translated fairy tales to Filipino. The Lady Bird series was also
published. They also published comics in Filipino and English like Rizal’s Classic
Illustrated, Filipino Heroes Stories, and Legends of the Philippines Stories.

Poems for children in the 1930s to the next decade were vessels for nationalist ideals;
although, they were not always accompanied with illustrations. This was due to the brutality of
Japanese colonisers. Works such as The Battle of Mactan by Virgilio Floresca and Like the
Molave by NVM Gonzales were published. Children’s books at this time were used as shield
against Japanese censorship. During martial law, censorship was applied. One author—Ceres
Alabado—however insisted on publishing books for older children, such as I See Red in a
Circle, 1973.

Today, books for children include collectibles from television shows. Books
like Matanglawin put into print those that have been featured in episodes of an ABS-CBN show
bearing the same title. Activity books like collectibles from Super Inggo are usually coloring
books.

During the Spanish colonial years through 1950s, illustrators of books were not given
due credit. What mattered was that the author was a widely known author, and that the
publishing house had profits. Illustrations were considered space-fillers or decorations of
magazines. Illustrators weren’t esteemed that time.  One of the very first illustrators of
children’s stories was Jose Rizal. He translated Hans Christian Andersen’s The Monkey and the
Turtle into Tagalog and supplied illustrations as well. The drawings were in black and white.

Fernando Amorsolo and other artists were commissioned to do drawings for the Osias
Readers in 1920. Amorsolo later headed the University of the Philippines School of Fine Arts in
doing illustrations. UP-SFA later expanded into offering electives in commercial arts including
illustration. Prof. Irineo Miranda responded to the student cartoonists’ plea for more areas to
harness their talents. Encouraged by Amorsolo, Miranda offered more commercially-related
electives. President Manuel Quezon’s move to lead the country in writing textbooks in Filipino
resulted to the publishing of Pepe and Pilar series for public schools.  
  
In the illustrations of Filipino life and Filipino people, there have been issues. Filipino
kings and gods were portrayed horribly, while western fairies and deities were illustrated very
well. Ceres Alabado’s Multimedia Multicultural Children’s Literature in the Philippines cites as
example the drawing of a Filipino king. The books points out that the royal was portrayed as a
male witch, while the knight Sir Galshad was illustrated correctly, complete with chain mail
armour. Alabado quotes Maximo Ramos—a Filipino writer of children’s stories—thus:
           

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ENG 111- The Children and Adolescent Literature Module No: 1
The artist...when he had to draw humans and mythical beings, he had nothing
to go by and so he went to Boston arts museums for his deities and portrayed  dis-
reputable-looking Filipinos to represent his humans.

This shows that even Filipinos embraced the notion that Westerners were the superior
race.

The illustration of modern books was influenced by cartoons due to concrete lines and
curves. From black-and-white, colours were introduced to enhance the drawings. Today, digital
art is also applied for illustrations. Depictions of Filipino characters are no longer horrible and
artists could draw their own interpretations of deities without imitating western gods.

Children’s books in the Philippines have greatly evolved. From Western books in the
beginning, the Filipino child has found morals and entertainment in stories that are familiar to
him. He is provided with materials that foster appreciation of his own culture and values, not a
foreigner’s.

With respect to illustrations, Virgilio Almario (1994) points out that Filipino artists are
committed to their work of illustrating for the Filipino child and improving the quality of the
output. From black-and-white sketches to coloured two-dimensional drawings to digital and
three-dimensional arts, it can be said that illustrations have improved a lot.

Almario again pointed out that the illustrations may not be like the Westerners’. Artists
are evolving and improving; they produce quality artworks that bear the signs of Filipino life,
something that Filipinos could call their own. 

It was a fulfilling journey guys! Have you learned something?

Now, I know you are ready for your activity. Let’s start the ball rolling!
C’mon!

Activity No. 1 Be a vlogger!

Direction: Explained the development of children’s literature in the Philippines through
vlog or video presentation. Be creative in doing this activity. (50 pts.)

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ENG 111- The Children and Adolescent Literature Module No: 1
 Excellent guys! I am so happy for you! Now, it’s time to have
our evaluation. Please read the direction carefully and write your
answer in your answer sheet.

Evaluate

Test I- Alternate Response

Direction: Write TRUE if the statement is correct and FALSE if otherwise.

1. Children’s literature has always had a place in the school curriculum.

2. Child’s appreciation of good literature starts at home.
3. Through literature, the child develops his tastes in reading for pleasure.
4. Children need literature in order to enrich their own knowledge.
5. Teaching literatures to children can build skills in expression.
6. The teacher alone is the best initiators and motivators of developing children’s desire in
reading literatures.
7. Good literatures bring the child into contact with poor minds.
8. You don’t need to consider the children’s interest and needs in teaching children’s
literatures.
9. Every child is the same so his needs and interests must be fully understood.
10. Interest is the lack of necessities.

Test II- Essay

Direction: Explain your thoughts and ideas. (20 pts)
a. How to identify books suited for children?

Test III- Modified Essay

Direction: Elucidate the history of children’s literature with the use of graphic organizer. You
can use any graphic organizer to make your output comprehensive and organize. (20 pts)

Rubric

Content-------------------------------------10 pts
Organization------------------------------5 pts
Conventions-------------------------------5 pts
__________________________________
Total---------------------------------------20pts

References:

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ENG 111- The Children and Adolescent Literature Module No: 1
Book/s:
Parayno, Salud M., (1997) Children’s Literature, revised edition. Quezon Avenue, Quezon City.
Katha Publishing Co., Inc.

Electronic References:

http://pensiveavenue.blogspot.com/2010/09/childrens-literature-in-philippines.html

http://milcaguadalupe.weebly.com/uploads/4/2/3/8/42387821/timeline_of_childrens_lit.pdf

Good literature will always be a classic source of knowledge.

- Parle 2020

Rustom D. Parle, LPT P a g e | 14

ENG 111- The Children and Adolescent Literature Module No: 1