LITERATURE IN ACTION B Y P A P E R B A C K W R I T E R S Handbook for Teachers
Preface This handbook is comprised of a comprehensive blend of both online and face-to-face activities, carefully curated for Form 4 ESL students. It encompasses a total of five activities conducted online and an additional five conducted in a face-to-face setting, all of which are meticulously designed to cater to the needs and interests of the students. The focus of these activities is literature, aiming to foster a deeper understanding and appreciation of literary texts among students. To achieve this, five distinct literary texts have been selected, each serving as the centerpiece for a set of activities. These texts are not only diverse in nature but also chosen to engage students with a variety of themes, styles, and cultural contexts. In addition to the literary texts themselves, comprehensive teaching materials have been meticulously developed to support each activity. These materials are crafted with careful consideration of the students' proficiency level, ensuring that they are both accessible and enriching. Through the seamless integration of online and face-to-face activities, this handbook aims to create a dynamic and immersive learning experience for Form 4 ESL students, ultimately fostering a deeper connection with literature and enhancing their language skills. i
T A B L E O F C O N T E N T S FORM 4 LITERARY TEXT LISTS 03 LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 2 FACE TO FACE ACTIVITIES 04 THE GALLERY WALK: THE LIVING PHOTOGRAPH 5 THE GALLERY WALK: TEACHING & LEARNING MATERIALS 6 FEEDBACK OF GREAT INTELLIGENCE: THE CHARGE OF THE LIGHT BRIGADE 7 FEEDBACK OF GREAT INTELLIGENCE: TEACHING & LEARNING MATERIALS 8 SHORT STORY RESPONSE DIARY: LEAVING - SHORT STORY 9 SHORT STORY RESPONSE DIARY: TEACHING & LEARNING MATERIALS CREATIVE WRITING EXPLORATION: TANJONG RHU - SHORT STORY CREATIVE WRITING EXPLORATION: TEACHING & LEARNING MATERIALS ROLE PLAY SIMULATION: THE RIGHT THING TO DO - DRAMA ROLE PLAY SIMULATION: TEACHING & LEARNING MATERIALS 10 11 12 13 14 ONLINE ACTIVITIES 15 TIME CAPSULE OF MEMORIES: THE LIVING PHOTOGRAPH 16 TIME CAPSULE OF MEMORIES: TEACHING & LEARNING MATERIALS 17 POETRY QUIZ & INFOGRAPHIC POSTER: THE CHARGE OF THE LIGHT BRIGADE 18 POETRY QUIZ & INFOGRAPHIC POSTER: TEACHING & LEARNING MATERIALS 19 STORY REVIEW: LEAVING - SHORT STORY 20 STORY REVIEW: TEACHING & LEARNING MATERIALS CHARACTER PROFILE & CREATION: TANJONG RHU - SHORT STORY CHARACTER PROFILE & CREATION: TEACHING & LEARNING MATERIALS VIRTUAL CHARACTER ANALYSIS & DISCUSSION: THE RIGHT THING TO DO - DRAMA VIRTUAL CHARACTER ANALYSIS & DISCUSSION: TEACHING & LEARNING MATERIALS 21 22 23 24 25 WRITERS’ BIODATA CONCLUSION 31 26
Form 4 Literary Texts LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 3 Leaving by M.G. Vaasanji Poem Short Story Tanjong Rhu by Minfong Ho No. Drama The Living Photograph by Jackie Jay The Charge of the Light Brigade by Lord Tennyson The Right Thing to Do by Martyn Ford - 1. 2.
FACE-TO-FACE ACTIVITIES LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 4
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 5 FACE TO FACE ACTIVITIES | THE LIVING PHOTOGRAPH Mode: Group Work 21st century learning strategies: Collaborative Learning & Creativity Content Standard: 5.3 Express an imaginative response to literary texts Learning Standard: 5.3.1 Respond imaginatively and intelligibly through creating writing scripts and creating props for a short play. Other imaginative responses as appropriate. Objective: To encourage deeper comprehension and discussion among students by facilitating a multifaceted evaluation of the poem's themes and imagery through creative visual representation and interpretation. The Gallery Walk The Living Photograph Approximately 60 minutes Materials Needed: Poster papers Art supplies such as markers, colour pencil, crayon, and paints. Tape Poem for analysis: The Living Photograph Description of Activity: For the Gallery walk activity, students will first be introduced to the poem ‘The Living Photograph’ and the teacher will briefly explain the main idea of the poem. Then, students will be divided into groups consisting of 4 to 5 members per group. Each group will be provided with a piece of poster paper, markers and paints. Students need to discuss the themes, imagery, and emotional impact of the poem. They could also include their personal insights and anything they would like to share related to the poem. Then, students need to write them on the poster paper provided. They can also include drawings or any creative expression to convey their thoughts. They will be given 25 minutes for the whole process. When the time is up, students need to set their work in the designated area using the tape provided. Then, students will walk around the classroom to read all of the posters. During the walk, students will take turns exploring each other's displays, discussing the different interpretations, and providing constructive feedback.
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 6 The Gallery Walk Teaching & Learning Materials Poem: The Living Photograph Gallery Walk Rubric FACE TO FACE ACTIVITIES | THE LIVING PHOTOGRAPH
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 7 FACE TO FACE ACTIVITIES | THE CHARGE OF THE LIGHT BRIGADE Mode: Group work & Presentation 21st century learning strategies: Task Based Learning Content Standard: 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics. Learning Standard: 2.1.4 Explain and justify own point of view Objective: To encourage learners to express themselves freely, to share their opinions and ideas, and to develop proper language forms for writing and speaking. Feedback of Great Intelligence The Charge of The Light Brigade Approximately 60 minutes Materials Needed: Poem for analysis: The Charge of the Light Brigade Mahjong Paper Markers Rubrics for assessing content and presentation Description of Activity: In this lesson, students will examine Alfred Lord Tennyson's poem "The Charge of the Light Brigade". The students will next work in groups to share their ideas, thoughts, and feedback on the poetry. Next, students must write their points creatively on the Mahjong paper. Finally, students will deliver by presenting their work to the class.
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 8 Feedback of Great Intelligence Teaching & Learning Materials Feedback of Great Intelligence Rubric FACE TO FACE ACTIVITIES | THE CHARGE OF THE LIGHT BRIGADE Poem: The Charge of The Light Brigade
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 9 FACE TO FACE ACTIVITIES | LEAVING-SHORT STORY Mode: Individual 21st century learning strategies: Active learning & Literacy Content Standard: 5.1 Engage with, respond to and interpret a variety of literary text types Learning Standard: 5.1.1 Explain briefly the feelings and opinions a text provokes in them Objective: To encourage personal reflection among the students and practise appropriate language form in writing skills. Short Story Response Diary Leaving - Short Story Approximately 60 minutes Materials Needed: Short story for analysis: Leaving Journal or Diary Pen/ Pencil Description of Activity: For this activity, after reading the short story “Leaving” by M.G. Vaasanji, the students will need to write a personal reflection in their respective journals/diary about how they feel towards the story. They will need to link the events, characters, themes or plot of the short story to their own experiences. Writing it down and also elaborate about what they learnt from the short story. Finally the students will have a sharing session, to share about what they’ve learnt from their personal reflection to the other students in the classroom.
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 10 Short Story Response Diary Teaching & Learning Materials Response Diary Rubric FACE TO FACE ACTIVITIES | LEAVING-SHORT STORY Short Story: Leaving
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 11 FACE TO FACE ACTIVITIES | TANJONG RHU-SHORT STORY Mode: Group work 21st century learning strategies: Collaborative Learning, Critical Thinking, & Creativity Content Standard: 5.2 Create original literary works using a variety of genres, structures, and techniques Learning Standard: 5.2.1 Demonstrate imagination and creativity in producing written texts Objective: The purpose of this project is to foster critical thinking and imagination by having students create creative stories that are based on the short story’s themes and motifs. Creative Writing Exploration Tanjong Rhu - Short Story Approximately 60 minutes Materials Needed: Copies of the short story "Tanjong Rhu" Writing materials (such as paper, and pen) Description of Activity: In this group project, students will explore the themes and motifs found in the short story "Tanjong Rhu" by analysing the characters, settings, conflicts, and resolutions. Students will collaborate to generate ideas and share their perceptions of the story. Following a comprehensive analysis, each group will be assigned to create an original plot inspired by "Tanjong Rhu." They can create a prequel, sequel, alternate ending, or spin-off story that expands on the setting and characters established in the original book. Encourage them to add their own thoughts while maintaining the core of the original story. When the narratives are finished, each group will present their stories to the class, describing the connections between their stories and the themes of "Tanjong Rhu." This sharing session will promote conversation and allow students to appreciate the group's diverse interpretations and creative methods.
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 12 Creative Writing Exploration Teaching & Learning Materials Creative Writing Exploration Rubric FACE TO FACE ACTIVITIES | TANJONG RHU-SHORT STORY Short Story: Tanjong Rhu
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 13 FACE TO FACE ACTIVITIES | THE RIGHT THING TO DO-DRAMA Mode: Group work 21st century learning strategies: Collaborative Learning, Critical Thinking, & Creativity Content Standard: 2.1 Communication information, ideas, opinions and feelings intelligibility on familiar topics Learning Standard: 2.1.1 Explain simple content on familiar topics from what they read and heard Objective: To encourage students to thoroughly research their character’s characteristics and storyline to capture the details of the story, expanding their understanding of the storyline. Encourage students to research their characters and think critically about their motivations and actions within the historical context. Role Play Simulation The Right Thing to Do - Drama Approximately 60 minutes Materials Needed: Literary text of “The Right Thing To Do” Scenario description and background information Props or visual aids related to the scenario (optional) Pen & paper for script Description of Activity: IStudents will take part in an interactive role-playing exercise that is inspired by the drama "The Right Thing to Do." Then, students will be given characters to play and participate in a scripted play that showcase the storyline. Students will fully indulge into their roles, adhering to the motivations and characteristics of their characters, with the help of discussion sessions with their groupmates. There will be reflection sessions following each scene where students will consider the moral ramifications of the choices made by their characters. The purpose of the activity is to foster empathy and critical thinking abilities while deepening comprehension of moral complexities and ethical decision-making among the students.
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 14 Role Play Simulation Teaching & Learning Materials Role Play Simulation Rubric FACE TO FACE ACTIVITIES | TANJONG RHU-SHORT STORY Digital Copy of "The Right Thing to Do"
ONLINE ACTIVITIES LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 15
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 16 ONLINE ACTIVITIES | THE LIVING PHOTOGRAPH Mode: Group Work & Discussion 21st century learning strategies: Critical thinking and analysis, creative expression, collaboration and communication, & digital literacy Content Standard: 5.3 Express an imaginative response to literary texts. Learning Standard: 5.3.1 Response imaginatively intelligibly through creating, writing scripts, and creating props for a short play. Other imaginative responses as appropriate. Objective: Allows students to connect personally with the themes of the poem while also engaging in a creative and interactive exercise Time Capsule of Memories The Living Photograph Approximately 60 minutes Materials Needed: Access to internet and digital devices Digital copy of "The Living Photograph” Presentation software (E.g., Canva, Google Slides, Powerpoint) Virtual collaboration tools (E.g., Jamboard, Google Meet) Description of Activity: This activity begins by introducing the poem "The Living Photograph" by Jackie Kay. After introducing the poem and discussing its themes, students are encouraged to reflect on their own memories and experiences that hold significance to them. These memories could be joyful, bittersweet, or poignant moments from their lives. They can jot down notes or reflections in a digital document. Then, students have to imagine they are creating a time capsule filled with objects, photos, or written memories that represent important moments in their lives. They can gather physical items if possible or create digital representations using pictures, videos, or written descriptions. For the presentation, students will be creating a multimedia presentation to showcase the contents of their time capsules. They can use presentation software like Google Slides or PowerPoint to organise their materials creatively. They are encouraged to include personal anecdotes and reflections on the significance of each item.
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 17 Time Capsule of Memories Teaching & Learning Materials Poem: The Living Photograph Time Capsule of Memories Rubric ONLINE ACTIVITIES | THE LIVING PHOTOGRAPH Time Capsule of Memories
Mode: Group Work & Discussion 21st century learning strategies: Task Based Learning Content Standard: 5.1 Engage with, respond to and interpret a variety of literary text types Learning Standard: 5.2.1 Evaluate and explain briefly stylistic features an author uses to show character, events or place Objective: To reinforce understanding of poetic devices and literary elements while engaging students interactively. LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 18 ONLINE ACTIVITIES | THE CHARGE OF THE LIGHT BRIGADE Poetry Quiz & Infographic Poster The Charge of The Light Brigade Approximately 60 minutes Materials Needed: Online quiz platform (such as Google Forms, Kahoot, or Quizizz) Virtual poster creation tool (E.g. Canva) Poem for analysis: The Charge of the Light Brigade Access to video conferencing platform for virtual class (such as Google Meet, or Zoom) Rubrics for assessing Infographic posters. Description of Activity: In this lesson, students will analyse Alfred Lord Tennyson's poem "The Charge of the Light Brigade," focusing on poetic devices, themes, and moral values. After a guided analysis, students will complete a poetry quiz to assess their understanding. Then, working in small groups, they will create infographic posters summarizing the key elements of the poem. Finally, students will present their posters to the class, fostering discussion and reflection on the poem's significance and relevance to contemporary issues.
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 19 ONLINE ACTIVITIES | THE CHARGE OF THE LIGHT BRIGADE Poetry Quiz & Infographic Poster Teaching & Learning Materials Quizziz Link and QR code Poem: The Charge of The Light Brigade Part 1 Part 2 10 questions Parts No. of questions 10 questions QR code Infographic Poster Rubric
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 20 ONLINE ACTIVITIES | LEAVING-SHORT STORY Mode: Group Work & Discussion 21st century learning strategies: Literacy & Collaboration Content Standard: 5.2 Analyse and evaluate a variety of literary text types Learning Standard: 5.1.2 Explain in detail the development of plot, characters and themes in a text Objective: 1. To enhance communication skills among students by articulating ideas clearly and respectfully participating in group discussions. 2. To develop critical thinking skills among students by evaluating the plot, character development, and thematic elements of the text. Story Review Leaving - Short Story Approximately 60 minutes Materials Needed: Access to video conferencing platform for virtual class (such as Google Meet, or Zoom) Short story for analysis: Leaving Online collaborative platform (E.g., Padlet) Description of Activity: In this group activity, students will be divided into a group of 5. Then, students will collaboratively review the literary text "Leaving" by M.G. Vaasanji. Working together, students will analyze and discuss key elements of the story, such as plot, characters, and themes. After every groups have done and posts their story review in the padlet, the teacher then will discuss each of them through Google Meet with everyone during the learning session.
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 21 Story Review Teaching & Learning Materials Short Story: Leaving Story Review Rubric Padlet Link for Setup "Example" ONLINE ACTIVITIES | LEAVING-SHORT STORY
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 22 ONLINE ACTIVITIES | TANJONG RHU-SHORT STORY Mode: Individual work 21st century learning strategies: Critical thinking & Innovation Content Standard: 5.3 Express an imaginative response to literary texts. Learning Standard: 5.3.1 Response imaginatively intelligibly through creating, writing scripts, and creating props for a short play. Other imaginative responses as appropriate. Objective: To foster innovation by creatively presenting character profiles using Canva's design features to enhance visual impact and storytelling. Character Profile & Creation Tanjong Rhu - Short Story Approximately 60 minutes Materials Needed: Access to video conferencing platform for virtual class (such as Google Meet, or Zoom) Short story for analysis: Tanjong Rhu Online design tool (E.g. Canva) Online collaborative platform (such as Padlet) Description of Activity: In this individual activity, students will choose one character and create a character profile based on the literary text "Tanjong Rhu" by Minfong Ho. Using the online design tool Canva, students will develop visually engaging character profiles that explore the personalities, motivations, and relationships of key characters from the story. Then, students will submit their work by uploading it to Padlet once it is finished. Finally, using Google Meet, the teacher will lead a discussion about the character profiles during the learning session.
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 23 Character Profile & Creation Teaching & Learning Materials Short Story: Tanjong Rhu Character Profile and Creation Rubric ONLINE ACTIVITIES | TANJONG RHU-SHORT STORY Padlet Link for Setup "Example"
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 24 ONLINE ACTIVITIES | THE RIGHT THING TO DO-DRAMA Mode: Group Work & Discussion 21st century learning strategies: Collaborative Learning, Critical Thinking, & Communication Skills Content Standard: 5.1 Engage with, respond to and interpret a variety of literary text types Learning Standard: 5.1.2 Analyse characters’ motivations, actions, and conflicts in a drama Objective: To deepen comprehension of character motivations, conflicts, and thematic elements while fostering critical thinking and communication skills. Virtual Character Analysis & Discussion The Right Thing to Do - Drama Approximately 60 minutes Materials Needed: Access to the drama "The Right Thing to Do" Virtual meeting platform (such as Google Meet) Chat platform ( e.g. Telegram chat group) Discussion prompts or questions Description of Activity: This online activity seeks to thoroughly investigate the complexities of the characters and concepts depicted in the drama "The Right Thing to Do." Students will analyse the characters' motivations, tensions, and moral quandaries through collaborative discussions and critical analysis. To begin the activity, students will be separated into small groups and assigned individual characters or scenes from the drama. They will use the virtual meeting platform and chat group to deliberate on their allocated sections, with a special emphasis on character features, relationships, and the effects of their actions on the plot. Throughout the discourse, students will be encouraged to ask questions, offer insights, and provide textual evidence to support their interpretations. The facilitator will oversee the group discussions and offer direction and assistance. Students will develop their critical thinking and communication skills both crucial for the scholarly analysis of literature as well as their comprehension of the text via active participation in this group study and discussion.
LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 25 Virtual Character Analysis & Discussion Teaching & Learning Materials Digital Copy of "The Right Thing to Do" Analysis & Discussion Rubric ONLINE ACTIVITIES | THE RIGHT THING TO DO-DRAMA
WRITERS BIODATA LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 26
ABOUT US ANGELINA KONG I am a dedicated individual from the beautiful state of Sabah, Malaysia. With a fervent passion for teaching English as a second language, I have found joy and fulfilment in helping others communicate effectively in this global language. Currently, I am actively involved in learning English, striving to inspire and empower my students to achieve their language learning goals. Eager to further deepen my knowledge and expertise in the field of English language education, I aspire to pursue a master's degree in the near future. My desire to use my teaching career to truly impact others is something I can't seem to get rid of. I'm prepared to take on the challenge of establishing lively, inviting classroom environments where each and every student can reach new heights and feel like they belong. I want to bring creativity, sensitivity, and real joy into every lesson—I'm not just about textbooks and lectures. I'm committed to kindling the same fire in my students' hearts because I firmly think that education has the capacity to transform lives. AUNI KIASATINA LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 27
ABOUT US DINA FADZIL Aspiring educator with a passion for teaching and a strong background in TESL. Committed to creating engaging learning experiences and fostering a positive classroom environment. Skilled in communication and organisation. Dedicated to inspiring students to reach their full potential academically and personally. Driven by the belief that education has the ability to improve lives as it is the root of success, I am embarking on a journey to become an educator. My passion for writing is what made me fell in love with teaching as it taught me the importance of language as a daily communication tool. I'm committed to fostering inclusive, stimulating learning settings where every student may reach their full potential. My goal is to stimulate curiosity, promote growth, and kindle a lifelong enthusiasm for learning via creativity, empathy, and dedication to lifelong learning. FELICIA JOHN LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 28
ABOUT US HANA KHALILAH I have always had a passion for teaching, having graduated with a Foundation in TESL and now completing my degree in the same field. During my gap period after completing the foundation program, I dedicated my time to teaching primary school students in my local area, emphasizing the practical use of English beyond exam requirements. This experience reinforced my commitment to provide every student with new horizons of learning English, recognizing its importance as a global language. I hope to be a teacher one day and create a supportive environment where students are encouraged to use English confidently, ensuring they are equipped with the skills to thrive in a connected world. My experiences as a student have influenced my decision to become an instructor. Teachers who had faith in me inspired me despite my obstacles. I’m on a journey to complete my Bachelor's in Teaching English as a Second Language. I'm committed to building classrooms that are inclusive and empowering so that every student may succeed. Motivated by a strong conviction in the transforming potential of education, my goal is to encourage and uplift each student in the same way that I was encouraged. AQILAH ROMELI LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 29
ABOUT US PRISCILA KARING I am a passionate person that is born and raised in Selangor, Malaysia. My passion for teaching was inspired by my English teacher in high school. She made me see the beauty in inspiring others to achieve their dream. Teaching brings me joy because it was able to bring me out of my comfort zone as someone who used to struggle in socializing with others. Embarking on on journey of self-discovery made me explore the world of knowledge and education in a more in-depth sense which made me the person I am today. My aspiration is to become a teacher to help people shape a better future. I embarked into this journey of education to build classrooms that are welcoming and cooperative, fostering the success of each and every student. Bringing enthusiasm, imagination, and compassion, I'm dedicated to fostering all-around development. Aiming to encourage creativity and lifelong learning, I'm thrilled to spark brains, build self-esteem, and cultivate a passion for learning outside of the classroom. SAFIAH SAKINAH LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 30
To conclude, the creation of an extensive guidebook for educators on how to teach literature within the KSSM curriculum is an essential step in improving the efficiency and interest of literary education. By focusing on selected literary texts, such as "The Living Photograph" and "Charge of the Light Brigade," short stories like "Leaving" and "Tanjong Rhu," and the drama "The Right Thing to Do," the guidebook provides a diverse range of materials to meet the needs and interests of students in various forms. LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 31 CONCLUSION Through the incorporation of ten meticulously designed activities, the guidebook aims to foster deeper understanding, critical thinking, and creative exploration among students. These exercises are designed to support active engagement and deep connections with the texts while also being in line with the programme objectives. The manual provides teachers with practical ideas and materials to enable dynamic and meaningful literary encounters in the classroom. In addition, the guidebook is an invaluable tool for teachers looking to incorporate new teaching methods and adapt to the changing demands of literature education. Due to its comprehensiveness, educators may be confident they have access to a wealth of ideas, insights, and best practices to successfully support their instructional endeavours. Essentially, the development of this guidebook demonstrates our dedication to improving the quality of literary teaching within the KSSM framework. Through collaborative efforts and continual development, we envisage the guidebook as a dynamic instrument that will continue to inspire and improve literature teaching and learning for many years to come.
SHORT STORY: Tanjong Rhu: https://anyflip.com/arqp/uxjk/basic Leaving: https://anyflip.com/arqp/ciri/basic POEM: The Charge of the Light Brigade: https://anyflip.com/uhaoh/zroa/basic The Living Photograph: https://anyflip.com/arqp/kogk/basic DRAMA: The Right Thing to Do: https://anyflip.com/arqp/ziea/basic DSKP: https://anyflip.com/tfsxd/yglt/basic LITERATURE IN ACTION: HANDBOOK FOR TEACHERS 31