EL106Prep and Teaching of Literature Modules

Baliwag Polytechnic College
Dalubhasaan Kong Mahal

1st Semester
A.Y. 2021 – 2022
STUDY GUIDES
Your success to finish this module lies in your hand. This module is prepared for you to learn new
concepts and invaluable skills diligently, intelligently, and independently. As a future young professional,
doing these will greatly help and prepare you to become a responsible student. Set your goals and invest for
your future. This is your first step towards your priceless investment for a brighter tomorrow. Do not waste
your time, effort and energy. Always stay motivated and inspired to make your dreams come true. The
following guides and house rules will help you further to be on track and to say at the end of the module.
1. Schedule and manage your time wisely for you to accomplish the given tasks in this module.
2. If there are things that you do not understand, go over and focus on the lesson. If this will not work,
seek the help of your family members or leave me a message so I can give assistance.
3. Before you start doing anything else, read and understand the learning tasks carefully. Always aim for
the best and do not settle with low grades.
4. Think before you write. In answering all the assessment activities, write legibly and follow the
instructions as needed.
5. Do not hesitate to keep an open communication with me through any available platforms. I am more
than willing to help you to accomplish your goals.
6. Once you are done in the module, you can proceed doing other tasks in the succeeding units that are
scheduled for the finals.
7. You are expected to answer all the printed-based activities, assignments and reflection guides for you to
pass in this course.
8. Remember you are the student hence, you are expected to accomplish and study the module on your
own. You can seek help and support from your family members and friends but the actual activities
must be done by you.
GRADING SYSTEM
Prelim Grade
Self-paced activities, Quizzes -60% Examination -40%
Midterm Grade
70% of Midterm Grade + 30% of Prelim Grade
Pre-Final Grade
70% of Pre-Final Grade + 30% of Midterm Grade
Final Grade
Self-paced activities, Quizzes, Portfolio -60%
Examination -40%
70% of Final Grade + 30% of Pre-Final Grade
EL106: Teaching and Assessment of Literature

Esperanza Aduna-Beresford | Page 1 of 52
STUDY SCHEDULE
Dates Module /Topics
Week 1 Module 1: Teaching Literature
Lesson 1: Benefits and requisites of Teaching Literature
August 2-6, 2021 Lesson 2: Teaching Methods and Techniques
Weeks 2 Module 2: Teaching Methods and Techniques
Lesson 1: Biographical Montage
August 9-13, 2021 Lesson 2: Graphic Presentations
Lesson 3: Thought Bubbles, Movie Poster and Movie Trailers
Week 3 Module 3: Teaching Methods and Techniques
Lesson 1: Epitaphs
August 16-20, 2020 Lesson 2: Home Reading with Worksheets and Lecture Methods
Lesson 3: Discussion Methods, Public Speaking Methods, and
Audio-Visual Methods
Week 4 Module 4: Teaching Methods and Techniques
August 23-27, 2020 Lesson 1: Creative Writing Methods
Week 5 Module 5: Literary Text
August 30 – Lesson 1: Interpreting Literary Text
September 3, 2021 Lesson 2: Literary Approaches Theories
Week 6 Module 6: Writing Lesson Plan
September6-10,2021 Lesson 1: Parts of Lesson Plan
Week 7 Module 7: Types of Assessment
September 13-17, Lesson 1: Types of Assessment Practices
2021 Lesson 2: Types of Written and Oral Examinations
Week 8 Module 8: Assessed Work
September 20-24, Lesson 1: Purpose of Assessed Work
2021 Lesson 2: Determining Student’s Final Grades
Week 9 Module 9: Constructing a Subject Outline and
September 27- Assessment Program
October 1, 2021 Lesson 1: The Subject Outline
Lesson 2: Narration and Skit Scoring Guides
Course Description:
This Learning Module on EL106: Teaching and Assessment of Literature is a one semester course
provides the students the knowledge by providing them with intensive instructions in teaching literature in order
to develop their communicative skills. It also aimed the students the need to consider the range and complexity
of the assessments and their value in supporting the teaching process. To ensure that the students’ final grades
are a reflection of their own achievement, an appropriate proportion of assessment should be completed in class.
It is important to remember that too much assessment may interfere with the normal process of teaching and
learning, and can create undue stress on both students and teachers. As a guiding principle, this will help the
teachers to schedule only the number of assessment which are necessary in order to arrive at a fair and valid
assessment.
It was created due to the pandemic covid19 that prohibits both teachers and students from physically
attending to school. This module is interactive and anchored on the curriculum and on the standards set by the
College.
The lessons are divided into four terms namely Preliminary, Midterm, Pre-Finals, and Finals. Each
lesson aims not only to achieve the mastery of the subject matter but also to achieve proficiency in reading and
writing.
Module 1: Teaching Literature
Literature is defined as the oral or the written record of man’s best thoughts, feelings, ideals and aspirations

artistically and creatively presented in the form of poems, plays, and novels that are original, sincere,
imaginative,

and durable. It is touched by writer’s personality and written in an enduring and beautiful language. It belongs
to a given language or people of the past and present and faithfully expresses and reproduces life by focusing on
the significant human experience and to have lasting importance.
What Will You Learn From This Module?
Welcome to our EL106: Teaching and Assessment of Literature. Take the comforts of your seats.
Fasten your seatbelts. We will not allow the pandemic covid19 to stop us from learning how to
teach and assess literary works. In this module, I hope you will become well-versed with the
techniques and methods in assessing and teaching literature and became an effective and efficient
literature teacher.
This module is composed of two lessons.
Lesson 1: Benefits and requisites of Teaching Literature
Lesson 2: Teaching Methods and Techniques
Lesson 1: Benefits and Requisites of Teaching Literature
LET’S TRY : Direction: Loop the ten words hidden in the puzzle below then write each word at the back of
this page. Give the definition of each. You will meet these words in the text you will read on the next pages.(10
points)
B M E N R I C H S Y N T A X
T E V A B C B T E C H U Z A
E T R T P S C D F G J R K L
C H O E G D P A O F A M P N
H O R I Z O N X H Y F O D E
N D O C A F E T D Z E I L G
I S X T U B O E R U T L U C
Q R E Q U I S I T E S T Q E
U L I N G U I S T I C S C A
E S R E V I D Z E O Q O I N
LET’S LEARN
Direction: Read and understand the Benefits of Teaching Literature presented below.
Benefits of Teaching Literature
1. Culturally enriching: Stories have been of central importance to the human race ever since it
began, as far as one can tell. Cultures are built on stories—histories, myths and legends, fables, religions, and
so on. If students are to understand and participate in the culture to which they belong, they must first learn
about the stories that culture has been built around.
The Bible is commonly taught because it has so heavily influenced one’s culture. References and
allusions to Biblical stories are all around us, so not knowing those stories puts you at a disadvantage. The
same goes for Shakespeare’s dramas, and for the novels of early American writers. Current books and
movies, among other works, often reference older texts. Without a working knowledge of those older texts,
you will not be able to understand the new ones as fully as possible.
2. Expanding Horizons: Everyone has a tendency to get so caught up in their own lives that they
forget what is going on in the world around them. Children and teens are particularly prone to this.
It is a goal of education to expose them to ideas from other cultures, to teach them about the
histories and peoples of other times and places. Literature is an ideal way to do this.
3. Provides rich and diverse exposure to language: In literature we find authentic or genuine language. It has
passed the test of time. It is meaningful. Literature speaks to people across cultures and time periods.
4. Improves vocabulary, syntax, and structure: Learners have to deal with different linguistic forms and
communicative functions, just like a native speaker. It provides a rich content for new vocabulary and
language structures. Literature increases reader’s receptive vocabulary through extensive reading.
5. Improves writing skills: It gives readers practice in forming different kinds of sentences, using different
structures, and working with different ways of connecting ideas.

6. Involves learners: Literature is engaging. It gets learners personally involved in the stories they read. They
often relate to one or more characters in the emotional turmoil that they sometimes fee.
7. Reading literature also promotes oral work; Develops perception, interpretation skills, comprehension,
motivation, and thinking skills.
8. Provides pleasure to listeners and readers: Literature is a source of entertainment.
9. Helps children deal with their problems.
10.Helps establish career concepts.
11.Makes learners imaginative: Picture books develop visual literacy.
Requisites for Teacher of Literature
Step 1: Obtain an Undergraduate Degree
The first step in becoming an English teacher is to complete an undergraduate degree which is
popularly known as Bachelor’s Degree with English or Literature for a major. Teaching literature
either at the middle school or secondary school level typically requires completing an English major as well as a
teacher education program.
In particular and in addition to completing English and literature courses, students could study topics such as
teaching methods and techniques, theories in learning and teaching, educational evaluation and lesson planning.
They will also need to complete a teacher-training program that specializes in English Language Arts. The
teacher preparation program will include courses in classroom management, teaching strategies, assessment, and
differentiated instruction. Candidates will also participate in student teaching experiences in real classrooms.
For those who may have a Bachelor's Degree without a teacher training component, individual programs are
available.
Complete student teaching requirements. Teacher education programs generally require students to complete a
supervised student teacher training program. Typically, the student teaching portion of a program takes place
during the last semester. Student teachers work within a school district where they have the opportunity to
observe, plan lessons and assist the teacher in the classroom.
Step 2: Pass PRAXIS Exams …Praxis tests measure teacher candidates’ knowledge and skills. The tests are
used for licensing and certification processes. Many colleges of education require students to take and pass the
PRAXIS I exam prior to entry into a teacher education program. PRAXIS II exams test both general teaching
knowledge and subject-specific knowledge, and many states require that they be taken as part of fulfilling
licensure requirements. The PRAXIS II subject tests in English Language, Literature and Composition are
commonly required for aspiring literature teachers.
Step 3: Become Licensed…All public school teachers must be licensed. State requirements for licensure vary.
Holding a bachelor's degree, completing a teacher training program, passing the appropriate PRAXIS exams
and completing the necessary student teacher work are the most common requirements for becoming licensed.
Step 4: Earn a Master's Degree…Some states require that middle and high school teachers earn a master's
degree after obtaining teacher certification, according to the U.S. Bureau of Labor Statistics. Schools generally
offer two different types of master's degree programs. One type of program, the Master of Arts in Teaching
(M.A.T.), is typically designed for individuals who have an undergraduate degree in an area other than teaching
and who are seeking initial teaching licensure. The second type of program is the Master of Education (M.Ed.),
which is generally offered only to licensed teachers who are pursuing a master's degree.
The Commission on Higher Education (CHED) requires that teachers at higher education level must have at
least master’s degree in the fields in which they teach.
Step 5: Continue Your Education…Literature teachers with a master's degree can continue their studies to earn a
PhD and seek employment as a college professor. Many postsecondary teachers pursue tenure through their
college or university. To gain tenure, professors must undergo a probationary employment period of around 3
years and are encouraged to become published during this time. Tenured college professors or those on a tenure
track are paid more than part-time faculty and are periodically reviewed for promotion and salary increases.
The Supreme Court has upheld the policy of the Commission on Higher Education (CHED) requiring teachers
of tertiary schools to acquire postgraduate degrees to become tenured or regular employees.
LET’S SEE WHAT YOU HAVE LEARNED
Direction: Write TRUE if the statement is correct. If the statement is wrong, circle the word or phrase
that makes the statement wrong then write the correct word or phrase on the space before the number.
(10 points)
1. Literature is culturally enriching.
2. Cultures are built on experiences.
3. Writing literature promotes oral work.
4. Literature is a source of entertainment.
5. Current books and movies often reference older texts.
6. Literature provides rich and diverse exposure to language.
7. Literature speaks to people across cultures and time periods.
8. Literature increases reader’s receptive vocabulary through skimming.
_9. The Bible is commonly taught because it has influenced one’s culture.
_10. We must first learn our culture before we will be able to understand and
participate in the culture of others.
LET’S REMEMBER
Direction: Short Answer. Answer each of the following questions in not more than 50 words. Write your
answers at the back of this page. (10 points)
1. Why there is a need for teachers to pass the Licensure Examination before they could be hired in the public
elementary schools.
2. Why a master’s degree is required among teachers to become a regular faculty in colleges and state
universities?
3. Should a history teacher be allowed to teach literature?
Lesson 2: Teaching Methods and Techniques
LET’S TRY
Direction: Classify the following dialogues as to A. Teacher’s Dialogue and B. Student’s
Dialogue. Write the letter of your answer on the space before the number.(10 points)
1. “I am nosebleed! May I speak in Filipino?”
2. “Please consider my answers with erasures!”
3. “Good morning! Who is going to lead us in the Opening Prayer?”
4. “Gabriel, how are you and your family coping up with the pandemic covid19?”
5. “Last meeting I learned about sign language. I know now the signs for alphabets!”
LET’S LEARN
Direction: Read and understand the Teaching Methods and Techniques presented below
and on the next pages.
I. Teaching Methods and Techniques
A. Characteristics of Teacher Centered and Student Centered Learning
Teacher Centered Learning Student Centered Learning
a. The teacher is the center of knowledge and in a. Students and instructors share the focus.
charge of learning. Instead of listening to the teacher
b. Students put all of their focus on the teacher. exclusively, students and teachers interact
c. The teacher talks, while the students equally.
exclusively listen.

d. Students are usually passively receiving b. Group work is encouraged, and students
information. learn to collaborate and communicate with
e. The instructor’s role is to be primary one another.
information giver and primary evaluator. c. Students learn important communicative
f. Students are viewed as “empty vessels” who and collaborative skills through group
passively receive knowledge from their work.
teachers. d. Students learn to direct their own learning,
g. Teachers and professors act as the sole ask questions and complete tasks
supplier of knowledge, and under the direct independently.
instruction model, teachers often utilize e. Students are more interested in learning
systematic, scripted lesson plans. activities when they can interact with one
h. Teacher Centered Instruction is fairly low- another and participate actively
tech, often relying on the use of textbooks f. Because students are talking, classrooms
and workbooks instead of computers are often busy, noisy and chaotic.
i. Assessments are in many cases only carried g. Teachers must attempt to manage all
out as summative and not formative students’ activities at once, which can be
evaluations and they rarely address difficult when students are working on
qualitative issues of the learner’s progress. different stages of the same project.
j. The classroom remains orderly. h. Because students learn on their own, they
k. Students are quiet. learn to be independent and make their own
l. You retain full control of the classroom and decisions.
its activities. i. Because the teacher does not deliver
m. The teacher is an effective model of the instruction to all students at once, some
target language. students may miss important facts.
n. The teacher is an important source of j. Some students prefer to work alone, so
information on how the learners are doing. group work can become problematic.
o. Students do not learn to collaborate with
other students.
p. Student do not use their communication
skills.
q. This type of instruction can be boring for
students.
r. Teacher-centered education does not allow
students to express themselves and direct
their own learning.
s. Students do not outgrow their dependency
on the supervising instructors and teachers.
t. Teacher-Centered Instruction does not
empower learner’s autonomous study-skills
and subsequently lifelong learning skills.
u. Teacher-centered learning most often
doesn’t address the importance of open
inquiry.
v. Classroom remains orderly.
w. Students are quiet, and the teacher retains
full control of the classroom and its
activities.
x. Because the teacher directs all classroom
activities, they do not have to worry that
students will miss an important topic.

When students work alone, they don’t learn to collaborate with other students, and communication skills may suffer.
Instruction can get boring for students. Their minds may wander, and they may miss important facts.
aa. Does not allow students to express themselves, ask questions and direct their own learning.
B. Teacher Talk VS Student Talk

Teacher talk time (TTT) refers to how much the teacher talks during a lesson. The teacher should
roughly limit his speaking to 20% to 30% of the class time, with the remainder devoted to speaking/use of the
language by the students. Reducing the amount of TTT in the classroom is one of the most frequent issues
teachers deal with throughout a training course. The tendency new teachers have to 'lecture' students probably
comes from their own experience of learning at school. One of the tasks of a teacher trainer is therefore to help
new teachers ‘unlearn’ the idea that teachers are people whose job it is to talk a lot.
Student Talk Time (STT) should be around 80% during the course of the lesson. Their use of the
language should further promote qualitative thought.
TTT can benefit students in the form of teacher demonstrations, conveying meaning and telling
anecdotes. Still, the thing with unhelpful teacher talk is that it can leak out in many small, often unnoticed,
ways. When added up, these leaks can diminish the quality of the learning experience, giving students less
breathing space to practice the language in the classroom. All language teachers can get into the habit of
talking too much in lessons, particularly in the following four ways.
Saying much more than the students when receiving a contribution
Asking lengthy questions.
Echoing what students have just said in answer to a qu
Repeatin
Positive uses of Teacher Talk Time

1. Personalized Presentations … Language should be presented in context, and this can be provided by the
teacher rather than through a reading or listening. Listening to the teacher talking about real issues is more
motivating than listening to or reading about complete strangers talking about people, places or events
which, for the students, have no personal interest. Students are also more likely to pick up knowledge
which is content rather than language based by listening to the teacher introducing a topic.
2. Questioning... Every teacher question asked during a lesson demands a student response. Questions need not
be language related, and are often the basis of ‘brainstorming’ a topic with the class. Frequent questioning
holds students’ attention and increases learner involvement in the class.
3. Natural Conversation… Conversations taking place during pair and group work are often loaded towards
certain language items or based on an imposed theme. Natural conversation initiated by the teacher
encourages questioning, asking for clarification, commenting and changing the subject as well as introducing
functional and everyday language which is often overlooked in course materials. Chats outside the classroom
are also valuable and often more memorable to students than lessons. In these circumstances, teachers should
remember to continue to use graded but natural language rather than to use simplified language to ensure
understanding.
4. Anecdotes…These can be the basis of a presentation, but can also be used at the start of a lesson, rather than
using a ‘warmer’ activity, as a natural way of engaging the students. Anecdotes and jokes may also be used
to stimulate interest during a lesson. Anecdotes do not need to be monologues, and students can be
encouraged to interrupt and ask questions.

5. Storytelling… This can be the basis of a lesson or an ongoing theme throughout a course and is as
appropriate to adult classes as it is to young learners. There is a whole methodology surrounding storytelling,
which is often a stimulating alternative to the use of a graded reader in the classroom.
Why reduce Teacher Talk Time?
1. Excessive TTT limits the amount of STT (student talking time).
2. A large amount of TTT results in long stretches of time in teacher-to-class mode and a monotonous pace.
3. Student under-involvement inevitably leads to loss of concentration, boredom and reduced learning.
4. TTT often means that the teacher is giving the students information that they could be finding out for
themselves, such as grammar rules, the meanings of vocabulary items and corrections.
5. If the teacher takes the dominant role in classroom discourse in terms of initiating the topic, allocating
turns and evaluating comments, the student’s role is only that of respondent. Opportunities for developing
the speaking skill are therefore severely limited.
6. If the teacher is constantly dominant and controlling, the learners take no responsibility for their
own learning but learn what the teacher decides and when. Student autonomy is thus limited.
Strategies for reducing TTT
1. Using elicitation rather than explanation. If students are presented with clear examples and guiding
questions, they often do not need to be “told”. This kind of guided discovery leads to better understanding
and more successful learning. Organizing activities as pair work also means that all the students have the
chance to work on the new language.
2. The use of body language, mime, gestures and facial expressions rather than words. The position of the
teacher in the classroom can also indicate to the students what is expected of them at a particular stage of the lesson.
3. Getting students to give feedback on tasks to each other rather than to the teacher. This is often done in
pairs, but answers can also be checked against a key. Student nomination, whereby one student nominates
another to answer a question, is also a useful technique. Feedback involving the teacher is therefore limited
to problematic questions rather than every question in an exercise.
4. Eliminating unnecessary TTT. Grading language is important, but over-simplification can lead to unnatural
models from the teacher. Instructions should be kept simple, while explanations need to be carefully
worded and repeated if necessary rather than paraphrased. Simple concept questions should be asked to
check understanding. If explanations are clear and concept checking is effective, there should be no need
for re- explanation or interrupting an activity to reteach or re-instruct.
5. Tolerating silence. Inexperienced teachers in particular tend to fill silences by unnecessary talking. Silence
is important not only when students are working individually, but also provides processing time’ between
instructions, during explanations, while waiting for a student to respond, and during monitoring of
activities. Prompting, providing clues and rephrasing the question are often counterproductive when the
student merely needs time to answer.
The first step to reducing TTT is simply to be aware of it. However, once you become more aware, do
not be too self-critical. Simply noticing the tendency and stopping it in its tracks earlier and earlier without
self- reproach is a sensible path to follow. The result will be a classroom with more silent space in which
students’ voices can flourish.
1. Do not tell, elicit. 5. Use pair or group work.
2. Say only what is necessary. 6. Give them time to answer.
3. Have them read/explain instructions. 7. Do not answer every single question .
4. Ask open-ended instead of yes or no questions.
Direction: Prepare a table at the back of this page to classify the information presented in the
Teaching Methods and Techniques : Characteristics of Teacher Centered Learning on pages 9
to 10 as to Advantages or Dis-advantages. (10 points)
LET’S REMEMBER
Direction: Answer each of the following questions in not more than 50 words. Write your
answer at the back of this page. (10 points)
1. Is there a need to reduce Teacher Talk Time? Defend your answer.
2. As a future educator, how can you increase Student Talk Time?

Module 2: Teaching Methods and Techniques
Lesson 1: Biographical Montage Lesson 3: Thought Bubbles, Movie Poster and Movie Trailers
Lesson 2: Graphic Presentations
LET’S LEARN
Direction: Read and understand Montage and its kinds presented below.
Montage of Iconic London Sights

Montage is a French for "putting together" is a work of art that is made up of
several different kinds of things (such as strips of newspaper, pictures, or
pieces of wood). It is a combination of images taken from any number of media
(photographs, film, and handmade). These images can be whole or partial,
glued together on a surface (such as a photomontage), or edited together to
produce a video or film. Think of those film clips edited together that the
annual Academy Awards (a.k.a. the Oscars) ceremony loves to show in order
to stir up our emotions - especially the images of those who passed away over
that past year.
Types of Montage
1. Musical Montage…In a musical montage, the shots are accompanied by a song that somehow fits with
the theme of what is being shown. For example, a montage might show a young couple going through a
series of increasingly intimate dates while a romantic song plays in the background.
2. Narrated Montage…If the montage is not set to music, there might be a character narrating what is going
on. An old cop, for example, might be telling the story of his first year on the force and how over-the-top
his methods were; as he tells the story, the viewer would see a montage of the officer stepping over the
line with suspects in various situations.
3. Photo Montage…Instead of filmed shots, a montage can also be formed out of still images. For example,
a character’s whole life story could be told by showing a long succession of images, starting from baby
photos and ending with a photo of the character as an old man. This technique is also frequently set to
music, creating a “musical photo montage.”
4. Biographical Montage is a collection of video, audio or text snippets that depict the biography of a
person. This is the perfect way to pay tribute to a life well-lived. It tells a story in pictures of a person's
life, struggles, hobby, career or just a particular stage of one’s life.
Biography is the story of a real person's life written by someone other than that person.
Direction: On one whole sheet of 8”x 11’ coupon bond, prepare a combination of Photo and
Biographical Montage of your favorite foreign author. Please add words or phrases in your montage.
(10 points)
LET’S REMEMBER
Direction: On one whole sheet of 8”x 11’ coupon bond, prepare a combination of Photo and
Biographical Montage of yourself. Please add words or phrases in your montage (10 points)
Lesson 2: Graphic Presentation
LET’S LEARN
Direction: Read and understand the kinds of Graphic Organizers and their uses.
Graphic Organiser also known as a concept map, mind map or relationship chart is usually a one-page form
with blank areas for learners to complete with ideas and information which are connected in some way. Some
organisers are very specific; others are versatile. Often, the information on a graphic organiser could just as
easily be written on a form or list.
Visual representations of information are by no means an innovation in education. The use of graphs and charts
to represent statistical information and time-lines showing the sequence of historical events have long been
accepted tools, while in language teaching, the mind map is already a common aid to brainstorming a topic.
However, with the realisation that all learners are, to some extent, visual learners, the focus on process rather
than product, and with increasing emphasis on developing organisational and thinking skills alongside language
skills, visual tools such as graphic organisers are being increasingly employed
How to Choose a Graphic Organizer for Your Topic/Task

The task at hand determines the type of graphic organizer that is appropriate. The following is a list of common
graphic organizers. This list hopefully can help you choose the format that best fits your topic.
Star: If the topic involves investigating attributes associated with a single topic, use a star diagram
as your graphic organizer. Example: Finding methods that help your study skills (like taking
notes, reading, doing homework, memorizing, etc.).
Spider: If the topic involves investigating attributes associated with a single topic, and then
obtaining more details on each of these ideas, use a spider diagram as your graphic organizer. This is
like the
star graphic organizer with one more level of detail. Example: Finding methods that help your study skills (like
taking notes, reading, memorizing, etc.), and investigating the factors involved in performing each of the
methods.
Fishbone: If the topic involves investigating multiple cause-and-effect factors associated with a
complex topic and how they inter-relate, use a fishbone diagram as your graphic organizer. Example:
Examining the effects of improved farming methods.
Cloud/Cluster: If the topic involves generating a web of ideas based on a stimulus topic, use a
clustering diagram as your graphic organizer. Example: brainstorming.
Tree: If the topic involves a chain of events with a beginning and with multiple outcomes at each
node (like a family tree), use a tree as your graphic organizer. Example: Displaying the probabilistic
results of tossing coins.
Chain of Events: If the topic involves a linear chain of events, with a definite beginning, middle, and
end, use a chain of events graphic organizer. Example: Analyzing the plot of a story.
Continuum/Timeline: If the topic has definite beginning and ending points, and a number of
divisions or sequences in between, use a continuum/timeline. Example: Displaying milestones in a
person's life.
Clock: If the topic involves a clock-like cycle, use a clock graphic organizer. Example topic:
Recording the events in a typical school day or making a story clock to summarize a story.
Cycle of Events: If the topic involves a recurring cycle of events, with no beginning and no end, use a
cyclic graphic organizer. Example topic: Documenting the stages in the lifecycle of an animal.
Flowchart: If the topic involves a chain of instructions to follow, with a beginning and multiple
possible outcomes at some node, with rules at some nodes, use a flowchart. Example: Computer
programmers sometimes use flowcharts to organize the algorithm before writing a program.
Venn Diagram: If the task involves examining the similarities and differences between two or three
items, use a Venn diagram. Example: Examining the similarities and differences between fish and
whales, or comparing a book and the accompanying movie.
Chart/Matrix Diagram: If the task involves condensing and organizing data about traits of many
items, use a chart/matrix. Example: Creating a display of key inventions, who invented them, when,
where and why they were invented, etc.
Y-Chart Diagram: If the task involves analyzing and organizing with respect to three qualities, use
a Y-Chart. Example: Fill out a Y-Chart to describe what you know about an animal, including what
it looks like, what it sounds like, and what it feels like. Or describe a character in a book, including
what the character looks like, sounds like, and how the character feels.
T-Chart Diagram: If the task involves analyzing or comparing with two aspects of the topic, use a T-
Chart. Example: Fill out a T-Chart to evaluate the pros and cons associated with a decision.
Fact/Opinion: If the task involves distinguishing the facts vs. the opinions in a theme or text, use
fact/opinion charts. Example: Fill out a fact/opinion chart to evaluate the facts and opinions presented
in a news article.
PMI Diagram: If the task involves analyzing the plusses, minuses, and implications of a decision or
an action, use a PMI Chart. Example: Fill out a PMI Chart to help evaluate the positive, negative and
interesting points associated with taking a new job.
Decision Making Diagrams: If the task is making a decision, use a graphic organizer to enumerate
possible alternatives and the pros and cons of each. Example: Fill out a desicion making diagram to
help decide which elective courses you'd like to take next quarter.
Semantic Feature Analysis Charts: If the task is comparing characteristics among a group of items,
use Semantic Feature Analysis . Example: Fill out a Semantic Feature Analysis chart to compare and
contrast the care needed for various pets.
Cause and Effect Diagrams: If the task is examining possible causes and effects in a process, use a
cause and effect graphic organizer . Example: Fill out a cause-and-effect diagram to trace the steps in
a feedback loop..
KWHL Diagram: If the task involves analyzing and organizing what you know and what you want
to learn about a topic, use a KWHL chart. K stands for what you already KNOW about the
subject. W stands for what you WANT to learn. H stands for figuring out HOW you can learn more about the
topic. L stands for what you LEARN as you read. Example: Fill out a KWHL chart before, during, and after
you read about a topic.
Pie Charts: If the task involves showing divisions with a group, use a pie chart. Example: Draw a pie
chart to show what percentages of a population have blue eyes, green eyes, or brown eyes.
Vocabulary Map: Graphic organizers can be useful in helping a student learn new vocabulary words,
having them list the word, its part of speech (noun, verb, adjective, adverb, etc.), a synonym, an
antonym, a drawing that represents the word, and a sentence using the word.
Paragraph Structure: These graphic organizers help you organize the structure of a paragraph,
including a topic sentence, sentences with support details, and a conclusion sentence.
5 W's Diagram: If the task involves analyzing the Five W's (Who, When, Where, What, and Why)
of a story or event. Example: Fill out a 5 W's Chart to help evaluate and understand the major points
of a newspaper story.
Story Map: Story maps can help a student summarize, analyze and understand a story or event.
Character Traits: Graphic organizers help the student identify the traits of fictional characters by
looking at events surrounding the character in the text.
Biography Diagrams Graphic organizers are useful to help prepare for writing a biography. Before
writing, the graphic organizer prompts the student to think about and list the major events in the
person's life.
Animal Report Diagrams: Many graphic organizers are useful to help prepare for writing a report on
animals. Before writing, the student should think about and list the major topics that will be
researched and covered in the report.
Geography Report Diagrams: These graphic organizers are useful to for doings a short report on a
country or other area. The student draws a map and flag, and looks up basic information on the area.
Math Diagrams: Many graphic organizers are useful to learn and do math, include Venn diagrams,
star diagrams, charts, flowcharts, trees, etc.
Scientific Method Diagrams: Graphic organizers used to prepare and organize a
scientific experiment.

LET’S REMEMBER
Direction: Write TRUE if the statement is correct. If the statement is wrong, circle the word or
phrase that makes the statement wrong then write the correct word or phrase on the space before
the number. (10 points)
1. Use Star Diagram if the task involves showing divisions with a group.
2. Graphic Organisers provide the learner with a different way of seeing and
thinking about information.
3. The visual display conveys simple information in a complex-to-understand manner.
4. Creating the map helps the learner to generate ideas and see the possibilities associated with a
topic as the map grows.
5. If the task involves analyzing and organizing with respect to three qualities, use a T-Chart Diagram.
6. Use Y-Chart Diagram if the task involves analyzing or comparing with two aspects of the topic
_7. If the task is making a decision, use Semantic Feature Analysis Diagram to enumerate possible
alternatives and the pros and cons of each
8. Use Decision Making Diagram if the task is comparing characteristics among a group of items.
_9. Vocabulary Map will help you organize the structure of a paragraph, including a topic
sentence, sentences with support details, and a conclusion sentence.
10. If the task involves analyzing Who, When, Where, What, and Why of a story or event, use the
Story Map Organizer.
Lesson 3: Thought Bubbles, Movie Poster, and Movie Trailers
LET’S TRY
Direction: Label the illustrations below. 10points) You are loved to the bone marrow!
You honesty
I wish covid19 will be matters a lot to
eradicated soon. me!
Thought Bubble
Thought Bubble (a.k.a. speech balloon, speech bubbles, dialogue balloons, or word balloons) is a graphic
convention used most commonly in comic books, comics, and cartoons to allow words (and much less often,
pictures) to be understood as representing the speech or thoughts of a given character in the comic. It is a shape
resembling a cloud or balloon connected to a character by a chain of increasingly smaller circles, and enclosing text.
Origin: Early 20th century; earliest use found in The New York Independent.
General rules as to what various shapes of bubbles signify:
An oval-shaped
An oval-shaped bubble (or more rarely a rounded rectangular one) signifies speech. bubble (or more rarely a rounded rectangular one) signifies spe
An oval bubble with ovals leading to it is ambiguous A cloud with circles leading to it signifies a thought not spoken aloud.
as to whether it's thought or spoken and should thus be avoided.
Whisper/Secret Bubble
words,
When you want to make your character convey a secret or just whisper some this speech bubble

Wavy/Weak Bubble…This speech bubble looks wavy and hence denotes that
the speaker is very weak and feign while he is delivering the message.
Though Bubbles…They are commonly used when someone is thinking or to

represent an idea. Imaginations can also be portrayed creatively using a thought
bubble.
Shout/Scream Bubble
This style of speech bubble which is spiky with jagged edges and has a long tail is used
to indicate someone screaming or shouting. The tail may not necessarily reach the
source’s mouth but may simply point at the character from the top or from the side.
Dialogue Delivery Bubble
When a video is conversational, these speech bubbles are used to contain text
(dialogues). A speech bubble can be divided into two parts: the bubble and the tail.
Where the bubble holds text, the tail indicates the source of the speech. So the tail
is always kept closer to the character’s mouth indicating the source of speech.
Keeping
the bubble elsewhere on the scene may confuse the onlooker.
Sounds Bubbles
These are used when your video is comic like. These text containers flash
whenever there has to be a sound introduced in the video- when something
falls (thud), when a plane flies (whoom, zoom), start a bike (vroom), when
you fire a shot (bang), when someone slaps the other (ouch)
Transmit/ Broadcast Bubble
This speech bubble has a tail which looks like a lightning. This is used when someone is
on the other side of a phone (usually the tails points the phone). This can be used for
television or even robots.
A Movie Trailer (also known as a Preview or Coming Attraction) is a

commercial advertisement for a feature film that will be exhibited in the future
at a cinema, the result of creative and technical work. The term "trailer" dates
back to the distribution of movies on reels of film.
The trailer of a film is one of the most important elements in the marketing
campaign. Its purpose is to encourage an audience to watch the film, giving
them a small taster of what the film is about ensuring that it just enough to get
them wanting more.
Elements of Movie Trailer
1. Opening Sound is the initial sound which is designed to grab the viewers’ attention. It sets the mood for the
trailer and gives the viewer an idea of what the trailer is going to entail.
2. Music is used to set the mood and influence the audiences’ emotion.
3. Quick Cut gives the audience a sense of excitement and quick paced.
4. Mute gives the impression of loudness and therefore by removing the sound altogether the impact is greater.
5. Motion Graphics -adds something to read and can set a story. Use of letters and words that fly, blow up, light
up the screen and transform are becoming more effective and popular.
6. Voice Over helps to tell the audience what the movie is about. An audience sometimes need help to be told
what the film is about. A voice over can help to do this
7. Character Change means focusing on the leading man for once audience and half way through the trailer
introducing a female character. A trailers aim is to usually introduce the main characters and they switch
between each one to aim at all target audiences.

Movie Poster
A Movie or Film Poster is used to promote and advertise a film primarily to persuade paying customers to buy
tickets. Studios often print several posters that vary in size and content for various domestic and international
markets.
The problem for the studios is that people might only glance at a movie poster for a few seconds, but in that
time it has to tell viewers what kind of movie it is, what makes it special and why viewers have to see it.
Pointers in Making a Movie Poster
1. Use of Blue on black for action
Think about bags of crisps. Red means ready salted, right? Green, very likely to be cheese and onion. Blue,
the all-time classic, salt and vinegar. You do not really need to see much more than the colour of the pack to
immediately know what is inside.
2. The designers of movie posters use the same secret colour codes for movies. Blue on a black background is
the go-to colour scheme for action movies, usually with a vivid splash of orange in the form of fire.
3. The colour schemes used on the posters for Star Wars and Avengers: Endgame are incredibly similar, despite
the movies being made over 40 years apart (as is the way the characters, and gunfire, are arranged, more on
that next). Without reading anything on the poster, the colours alone tell you what kind of film to expect.
4. Mirror another hit movie poster’s composition
If a poster has worked for one movie you can see subsequent ones ‘borrow’ elements of it to try to
subliminally convince people that liked the first to try the second.
5. Yellow means Indie
Smaller films have to quickly catch the attention of Indie movie fans amidst the hubbub of the marketing
campaigns for the gargantuan blockbusters. So designers have set upon using yellow as a secret ‘code’
colour for Indie movies.
6. Tagline is the short sentence that sums up the film and tries to convince you that you need to see it. These are
the only words a poster has to communicate a vast amount of information.
7. Taglines are an art-from all of their own and copywriters spend a great deal of time honing them to
perfection. Some become famous, like Jaws 2’s: “Just when you thought it was safe to go back in the water.”
Some taglines work by asking an intriguing ‘invisible’ question, one that only seeing
the movie can answer. Take Ridley Scott’s Alien and its all-time classic tagline: “In
space no-one can hear you scream.” The word “scream” indicates a scary movie, but
why would you be screaming? You will have to go and see the movie to find out.
Others try to sum up the whole message or mood of the movie. Erin Brockovich’s “She
brought a small town to its feet and a huge company to its knees” gets a huge amount of
information about the film into just 15 words.
Taglines are the only words a movie poster has, so they have to say a lot. They need to work hard and fast.
8. Red, black and a white background means comedy
Quickly communicating a film is a comedy is a tricky thing to do. A gun in a poster image says it is a thriller
or action movie. Blood or a vampire’s teeth that it is a horror movie. However, there is no single object or
clue that you can put in a poster to scream “funny!”.
That is why movie poster designers very often use the code of bold red and black on a white background to
sell the idea that a film is a comedy. Red is a colour often associated with comedy while, according to movie
poster designer James Verdesoto, the white background focuses the attention on the characters, the source of
the humour in a comedy film.
It is a colour scheme that has become embedded in moviegoers minds as deeply as “green is for cheese and
onion.”
9. Harness the power of nothing
You would think that any movie poster designer would want to make the image as big as possible for
maximum impact. However, sometimes reducing the size of the main image and surrounding it with a lot of
nothing (negative space is the designers’ term) can really draw your eye to what the designer wants you to see.
It is often used as way to make you think about the theme of the movie. The record for using negative space
must go to
Marvel’s Ant Man. When you do see the tiny image it might make you smile. Tiny things can make a big impact,
which is, of course, the point of the film.
Direction: Identify what is referred to by the statements below. Write your answer on
the space provided for. (10 points)
1. Speech bubble with dotted lines.
2. Sound produced when a plane flies.
3. Sound produced when something falls.
4. Sound produced when one starts a bike.
5. Speech bubble has a tail which looks like a lightning.
6. Used when someone is on the other side of a phone.
7. Part of the bubble which indicates the source of the speech.
8. Commonly used when someone is thinking or to represent an idea.
9. Spiky with jagged edges and has a long tail is used to indicate someone screaming or shouting.
10. Denotes that the speaker is very weak and feign while he is delivering the message.
LET’S REMEMBER
Direction: Pretend that you are going to write a Movie about your present situation specifically in your mode of
learning which is Blended Learning due to pandemic covid19. What would be its title and tagline? Present your
Movie Title and Tagline on one whole 8’x11’ coupon bond following the pointers you have learned in the
previous pages. (10 points)
BALIWAG POLYTECHNIC COLLEGE

PRELIMINARY EXAMINATION
Name: Course/Yr/Section: Rating:
Instructor: Date:
NOTE: Answers with erasures are wrong.
I. Match the description in COLUMN A with the Graphic Organizer in COLUMN B. Write the letter of
your answer on the space before the number. (20 points)
COLUMN A COLUMN B
1. Shows divisions with a group a. tree
2. Summarizes and analyzes a story or event b. flow chart
3. Compares characteristics among a group of items c. pie chart
4. Generates a web of ideas based on a stimulus topic d. fact/opinion
5. Analyzes or compares with two aspects of the topic e. PMI diagram
6. Analyzes and organizes with respect to three qualities f. story map
7. Condenses and organizes data about traits of many items g. Venn diagram
8. Distinguishes the facts vs. the opinions in a theme or text h. cloud/cluster
9. Involves a chain of events with a beginning and with i. KWHL
multiple outcomes at each node j. T-chart
10. Topic has definite beginning and ending points, and k. continuum/Time Table
a number of divisions or sequences in between l. Y-chart
11. Involves a chain of instructions to follow, with a beginning m. chart/matrix
and multiple possible outcomes at some node n. decision making diagram
12. Examines the similarities and differences o. semantic feature analysis
13. Analyzes the plusses, minuses, and implications of p. cause/effect
a decision or an action q. chain of events
14. Makes a decision; enumerates possible alternatives and r. cycle of event
the pros and cons of each.
15. Analyzes and organizes what you know and what you
want to learn about a topic

II. Identify who or what is referred to by the statements below. Write your answers on the space provided before
16. Signifies a thought not spoken aloud.
17. Bubbles used when your video is comic like.
18. Only words a movie poster has, so they have to say a lot.
19. More rarely a rounded rectangular bubble that signifies speech.
20. Commonly used when someone is thinking or to represent an idea.
21. Short sentence that sums up the film and tries to convince you that you need to see it.
22. Art-from all of their own and copywriters spend a great deal of time honing them to
perfection.
23. Work by asking an intriguing ‘invisible’ question, one that only seeing the
movie can answer.
24. Bubble used when you want to make your character convey a secret or just
whisper some words, this speech bubble with dotted line could be the best option.
25. Speech bubble that looks wavy and hence denotes that the speaker is very weak and
feign while he is delivering the message.
26. Style of speech bubble which is spiky with jagged edges and has a long tail is used
to indicate someone screaming or shouting.
27. Bubble used when a video is conversational, these speech bubbles are used to
contain text.
28. Speech bubble has a tail which looks like a lightning; used when someone is on the
other side of a phone.
29. Commercial advertisement for a feature film that will be exhibited in the future at a
cinema, the result of creative and technical work.
30. One of the most important elements in the marketing campaign. Its purpose is to
encourage an audience to watch the film, giving them a small taster of what the
film is about ensuring that it just enough to get them wanting more.
III.Classify the following statements as to A. Teacher Centered Learning or B. Student Centered Learning.
Write the letter of your answer on the space before the number. (20 points)
31. Students put all of their focus on the teacher.
32. Students are usually passively receiving information.
33. The teacher talks, while the students exclusively listen.
34. Students do not learn to collaborate with other students.
35. The teacher is the center of knowledge and in charge of learning.
36. Because students are talking, classrooms are often busy, noisy and chaotic.
37. Some students prefer to work alone, so group work can become problematic.
38. The instructor’s role is to be primary information giver and primary evaluator.
39. The teacher is an important source of information on how the learners are doing.
40. Students learn important communicative and collaborative skills through group work.
41. Students do not outgrow their dependency on the supervising instructors and teachers.
42. Students are viewed as “empty vessels” who passively receive knowledge from their teachers.
43. Teachers act as the sole supplier of knowledge, and under the direct instruction model, teachers often
utilize systematic, scripted lesson plans.
44. Assessments are in many cases only carried out as summative and not formative evaluations and
they rarely address qualitative issues of the learner’s progress.
45. Because the teacher directs all classroom activities, they do not have to worry that students will miss
an important topic.
46. When students work alone, they do not learn to collaborate with other students, and communication
skills may suffer.
47. Students and instructors share the focus. Instead of listening to the teacher exclusively, students
and teachers interact equally.

48. Group work is encouraged, and students learn to collaborate and communicate with one another.
49. Students learn to direct their own learning, ask questions and complete tasks independently.
50. Students are more interested in learning activities when they can interact with one another and
participate actively
IV. Write TRUE if the statement is correct otherwise circle the word or phrase that makes the statement
false then write the word or phrase that will make it correct. Write your answer on the space before the number. (15
points)
51. Quick Cut helps to tell the audience what the movie is about.
52. Voice Over gives the audience a sense of excitement and quick paced.
53. Opening Sound is used to set the mood and influence the audiences’ emotion.
54. Music sets the mood for the trailer and gives the viewer an idea of what the trailer is going to entail.
55. Graphic organizers provide the learner with a different way of seeing and thinking
about information.
56. The visual display conveys complex information in a simple-to-understand manner.
57. A lot of information can be converted into a structured, easy-to-read, graphic display.
58. Mute gives the impression of loudness and therefore by removing the sound altogether the
impact is greater.
59. Motion Graphics is the use of letters and words that fly, blow up, light up the screen
and transform are becoming more effective and popular.
60. Creating the map helps the learner to generate ideas and see the possibilities associated with
a topic as the map grows.
61. Graphic organizers can be used to assess students' knowledge and understand of the
content, thinking skills and creativity.
62. Character Change means focusing on the leading man for once audience and half way
through the trailer introducing a female character.
63. A trailers aim is to usually introduce the main characters and they switch between each one to
aim at all target audiences.
64. Graphic Organizer also known as a concept map, mind map or relationship chart is usually a
one-page form with blank areas for learners to complete with ideas and information.
65. The use of graphs and charts to represent statistical information and time-lines showing
the sequence of historical events have long been accepted tools.
V. Prepare an appropriate Graphic Organizer for the Parable of the Prodigal Son (Bible: Luke 15:11-32
preparably New International Version). Write your answer at the back of this page. (10 points)
“Your honesty matters a lot to me. You are loved to the bone marrow.” – EAB
Module 3 : Teaching Methods and Techniques
Lesson 1: Epitaphs
Lesson 2: Home Reading with Worksheets and Lecture Methods
Lesson 3: Discussion Methods, Public Speaking Methods, and Audio-Visual Methods
Lesson 1: Epitaphs
LET’S TRY
Direction: In not more than 50 words, write your thoughts about the graphic presented below. Write
your answer on the space provided for. (10 points)
Write your answer here.
“Your honesty mattered a lot to her.”
Esperanza Aduna-Beresford
June 9, 1972-June 9, 2047
“She had loved, especially her students, to the bone marrow.”

LET’S LEARN
Direction: Read and understand Epitaph.
Melvin Jerome Blanc (May 30, 1908 – July 10, 1989) was an American voice actor and
radio personality. After beginning his over-60-year career performing in radio, he
became known for his work in animation as the voices of Bugs Bunny, Daffy Duck,
Porky Pig, and most of the other characters from the Looney Tunes and Merrie
Melodies theatrical cartoons during the golden age of American animation. He later
voiced characters for Hanna-Barbera's television cartoons, including Barney Rubble on
The Flintstones and Mr. Spacely on The Jetsons. During the golden age of radio, Blanc
also frequently
performed on the programs of comedians from the era, including Jack Benny, Abbott and Costello, Burns and
Allen, The Great Gildersleeve, and Judy Canova.
Blanc was nicknamed "The Man of a Thousand Voices", and is regarded as one of the
most influential people in the voice acting industry.
Epitaph is a phrase or form of words written in memory of a person who has died,
especially as an inscription on a tombstone or monument. It is a short text honoring a
deceased person. Some epitaphs are specified by the person themselves before their
death,
while others are chosen by those responsible for the burial. An epitaph may be written in prose or in poem
verse; poets have been known to compose their own epitaphs prior to their death, as did William Shakespeare.
Most epitaphs are brief records of the family, and perhaps the career, of the deceased, often with a common
expression of love or respect—for example, "beloved father of ..."—but others are more ambitious. From the
Renaissance to the 19th century in Western culture, epitaphs for notable people became increasingly lengthy and
pompous descriptions of their family origins, career, virtues and immediate family, often in Latin.
Some are quotes from holy texts or aphorisms. One approach of many epitaphs is to 'speak' to the reader and
warn them about their own mortality. A wry trick of others is to request the reader to get off their resting place,
in as much as the reader would have to be standing on the ground above the coffin to read the inscription. Some
record achievements (e.g., past politicians note the years of their terms of office). Nearly all (excepting those
where this is impossible by definition, such as the Tomb of the Unknown Soldier) note name, year or date of
birth, and date of death. Many list family members and the relationship of the deceased to them (e.g. Father of,
Mother of, Sister of) lover of mankind.

Direction: Prepare a Biography Graphic Organizer for Melvin Jerome Blanc at the back of this
page. (10 points)
Lesson 2: Home Reading with Worksheets and Lecture Methods

LET’S TRY
Direction: Write a two paragraph essay on how did you spend your time during the Enhanced
Community Quarantine and Modified Enhanced Community Quarantine which were brought about
by the pandemic covid19. Write your answer essay at the back of this page/ (10 points)
LET’S LEARN
Direction: Read and understand Home Reading with Worksheets and Lecture Methods presented on
the next page.
Home Reading with Worksheet
Safety at the Park
e city of Abu Dhabi. Before they left home, Mummy Anne made sure that they wear face masks and they have hand sanitizers in their bags. Daddy Nath
Home reading provides children the opportunity to practice the skills and strategies they are being taught at school, sharing their learning
Worksheet is
a of with and for
Lecture Method
Lecture is an organized verbal presentation of subject matter often augmented by visual aids. According to
Bligh (1972), a lecture is a period of more or less uninterrupted talk from a teacher. A more detailed definition is
found in Percival and Ellington (1988) who state that a lecture is a didactic instructional method, involving one-
way communication from the active presenter to the more or less passive audience.
Characteristics of Lecture
1. Clarity: It means defining new terms, clarifying key points, paraphrasing, and giving directions on learning
tasks as well as speaking clearly, audibly and not too fast.
2. Organization: This calls for a sound structure and logical approach in which essential points are concisely
covered, key links and relationships are indicated and good use is made of time. A well-organized
explanation will show evidence of sound preparation and will not attempt to cover everything.
3. Emphasis: This is concerned with the highlighting of important elements and details. Vocal emphasis,
involving tone, pitch, volume and pauses, together with gestures, eye contact and pointing are ways of giving
emphasis in explanations and these can be augmented by visual aids and handouts.
4. Orientation: This means helping to promote learning in several ways, for example, in outlining the structure
of a topic when opening a lecture or introducing a new theme, giving directions and advice on what to
expect, or using the key structuring moves that signal what is happening during the lecture.
5. Examples: These are essential in explanation but they need to be apt and interesting within the students'
repertoire of knowledge, and with sufficient frequency and variety. A typical example, comparisons, and
'problem' examples should also be given to enhance comprehension.
6. Feedback: Continuous monitoring is an important feature of explanations for without it there can be no
certainty that 'understanding' has resulted. Feedback is initiated by the lecturer asking questions, inviting
queries, seeking interpretations and probing for clarification.
Direction: Write TRUE if the statement is correct. If the statement is wrong, circle the word or
phrase that makes the statement wrong then write the correct word or phrase on the space before
the number. (10points)
1. A lecturer can send information through non-verbal way.
2. Lecture is a period of more or less uninterrupted talk from a teacher.
3. Worksheet is an organized non-verbal presentation of subject matter.
4. The use of visual aids is one way of a lecturer to send information.
5. Textbook is a piece of paper with questions and exercises for students.
6. Emphasis is concerned with the highlighting of important elements and details.
7. Epitaph is a phrase or form of words written in memory of a person who has
died, especially as an inscription on a tombstone or monument.
8. An epitaph may be written in prose or in poem verse; poets have been known
to compose their own epitaphs prior to their death,
9. Home reading provides children the opportunity to practice the skills and
strategies they are being taught at school.
10. Clarity calls for a sound structure and logical approach in which essential
points are concisely covered, key links and relationships are
LET’S REMEMBER
Direction: Prepare a Home Reading with Work Sheet at the back of this page. Use my example in the
discussion on page 19 as your model. (10 points)
Lesson 3: Discussion Methods, Public Speaking Methods, and Audio-Visual Methods

LET’S TRY
Direction: Define the words given below. Write your answer at the back of this page. (10 points)
1. Probe 4. Method 7. Oration 9. Prompt

2. Analysis 5. Reflection 8. Framework 10. Persuasion
3. Vulnerable 6. Correlation
LET’S LEARN
Direction: Read and understand the texts on Discussion Methods, Public Speaking Methods, and
Audio-Visual Methods presented below.
Discussion Method is also called the Socratic Method after the Ancient Greek philosopher Socrates who
engaged his students with questions and dialogue. In this method, students are given the opportunities to
make their difficulties known. There is a true meeting of the minds in this method because the students are
expected to come to class well prepared so that they can actively participate in the task.
Characteristics of the Discussion Method
1. Experiential Learning
a. We learn best when we are actively involved in the learning process.
b. Using the discussion method, a student’s concrete, personal experiences are followed by
observation, reflection, and analysis of these experiences.
2. Emphasis on Students
a. Students’ experiences serve as the basis for the discussion.
b. Although the teacher must have a specific goal in mind and a general framework for
reaching the goal, student input determines the specific direction the discussion takes
3. Focus on Critical Thinking…Developing critical thinking skills involves consideration of three
areas: instructional design, a focus on learning by doing, and strategic teaching.
4. Use of Questions…When we vary question levels, probe, rephrase, prompt, wait for student responses,
ask process questions (“How did you get that answer?”), and stress students’ understanding of meaning, we
promote critical thinking.

Questions according to Bloom’s Taxonomy
1. Knowledge: Questions that require simple recall of previously learned material
2. Comprehension: Questions that require students to restate or reorganize material in a literal manner to show
that they understand the essential meaning
3. Application: Questions that require students to use previously learned material to solve problems in new
situations
4. Analysis: Questions that require students to break an idea into its component parts for logical analysis
5. Synthesis: Questions that require students to combine their ideas into a statement, plan, product, and so forth,
that is new for them
6. Evaluation: Questions that require students to judge something based on some criteria
Public Speaking also called oratory or oration is the process or act of performing a speech to a live audience.
Public speaking is commonly understood as formal, face-to-face, speaking of a single person to a group of
listeners. Traditionally, public speaking was considered to be a part of the art of persuasion. The act can
accomplish particular purposes including to inform, to persuade, and to entertain. Additionally, differing
methods, structures, and rules can be utilized according to the speaking situation.
Nine Characteristics of Highly Effective Public Speakers
(by: Peter Khoury CEO-Founder: Executive Presentation Coach @Magnetic Speaking)
Published on June 29, 2015
1. Confidence: Be certain that you will give a spectacular presentation. Your audience wants to root for you. Give
them a reason to do so by being secure in your abilities. A study published by the University of Wolverhampton
stated that a highly confident speaker is viewed as more credible than a less confident speaker.
2. Passion: You need to exude a level of sincerity in your emotion when communicating to your audience if
you want them to be moved by your presentation.
3. Practice, do not memorize: Memorization can set up a barrier between you and your audience so practice
with the full expectation that something unanticipated will happen.
4. Speak in a natural voice: In general you should try to speak in a conversational tone. Any connection you’ve
made with your audience could be broken by tones that seem ‘fake’ or ‘too perfect’.
5. Authenticity: Be vulnerable and open about your life, this will give your audience permission to listen with
their hearts as well as their ears. Research indicates that there is a strong correlation between commitment in
organization and the proceeded authenticity of the leader. When you are authentic more people will follow
through with your call to action.
6. Keep it Short and Sweet: You want to make sure that your presentation is easily digestible for those listening
to you. If you can complete your speech in 15 minutes, do so, and leave any remaining time open for
questions and comments. No matter what, do not fluff your audience.
7. Connect with your Audience: A skilled presenter knows that public speaking is a conversation with the
audience and navigates the energy of the room with material that best connects his message with the
audience. Don't speak with your audience, speak with them.
8. Paint a Picture through Storytelling: Humans are wired for stories. This is why the best presentations do not
feel like presentations, they are simply stories told by people with interesting experiences. The latest brain
research demonstrates that even the simplest stories can reshape our neurology and body chemistry.
9. Repetition: Determine what you want your audience to take away from your speech. Say it, say it again and
then say it a third time to make sure it sticks in your audience’s head. The more your repeat your message,
the more likely it will be retained by their long term memory.
Audio-Visual Method (AVM)
Audio-Visual Method was first developed in France in the 1950s. This method is intended for teaching everyday
language at the early stage of second/foreign language learning. It was based on a behaviourist approach, which
held that language is acquired by habit formation. Based on assumption that foreign language is basically a
mechanical process and it is more effective if spoken form precedes written form. The stress was on oral
proficiency and carefully- structured drill sequences (mimicry/memorisation) and the idea that quality and
permanence of learning are in direct proportion to amount of practice carried out.
Learning through AVM creates a stimulating and interactive environment which is more conducive to
learning. Having the skills to use AV equipment is integral to future employment prospects. Therefore
exposure to AV technology in education is imperative especially now that coming to school for classroom
discussion is not allowed due to pandemic covid19.
Uses of Audio-Visual Methods in Teaching

1. Strengthens an instructor’s verbal presentation.
2. Conveys information mainly via sound and image instead of by text.
3. Students often benefit from the visual/sound appeal of audio-visual methods in teaching

Direction: Write TRUE if the statement is correct. If the statement is wrong, circle the word or phrase
that makes the statement wrong then write the correct word or phrase on the space before the number. (10 points)
1. Students’ experiences serve as the basis for the discussion.
2. Students learn best when they are actively involved in the learning process.
3. Discussion Method is also called the Socratic Method after the Ancient
Greek philosopher Socrates who engaged his students with questions and
dialogue.
4. Discussion Method gives the students the opportunities to make their difficulties known.
5. Using the discussion method, a student’s concrete, personal experiences are followed
by observation, reflection, and analysis of these experiences.
6. Developing critical thinking skills involves consideration of three areas:
instructional design, a focus on learning by doing, and strategic planning.
7. We promote critical thinking when we vary question levels, probe, rephrase, prompt, wait
for student responses, ask process questions, and stress teacher’s understanding of meaning,
8. Different methods, structures, and rules can be utilized according to the speaking situation.
9. To be highly effective public speakers, people should show confidence which
will make them more credible than less confident speakers.
_10.You need to exude a level of sincerity in your emotion when communicating to
your audience if you want them to be moved by your presentation.
LET’S REMEMBER
Direction: Using the story presented below, prepare questions based on Bloom Taxonomy’s art of
questioning. Please also consider the Characteristics of the Discussion Method. Write your answers at
the back of this page. (10 points)
The Three Apples" (one of the stories from A Thousand and One Nights)
When a fisherman finds a large, heavy chest, he sells it to the Caliph Harun al-Rashid. To everyone's
horror, the caliph orders the chest opened, revealing a woman's corpse, sliced into quarters. The caliph demands
that his vizier, Ja'far, locate the murderer and solve the crime within three days. If Ja'far fails, he will be
executed. Predictably, Ja'far fails; there are no clues or hints to guide his search. However, right before his
execution,
two people - the young husband and the old father - arrive claiming responsibility for the murder. Each man
insists he is the guilty party, but only the young man can correctly describe the chest in which the woman was
found. The young man then reveals he was the woman's husband, and the older man her father, who was trying
to save his son-in-law by feigning guilt.
Through a series of stories, the young man explains the circumstances of the murder. After falling
terribly ill one day, the young man's wife requested an extremely rare apple that he could not locate at any
market.

Determined to help her, he traveled two weeks to reach Basra, where he found the correct apples in the caliph's
orchard. He gathered three of them and returned home.
However, his wife had in the meantime grown too ill to eat. One day soon afterwards, he spotted a slave
(Ja'far's slave, though the young man did not know this) carrying one of the fruits, and confronted him. The
slave revealed that his girlfriend had gifted him the apple after her husband had found them. Outraged at his
wife's apparent infidelity, he investigated to discover one apple indeed missing, and then killed her for her
crime. He rid himself of the evidence by cutting her body into pieces, locking them in a chest, and abandoning it
in the river.
Here comes a twist, though - he later learned that it was his son who stole the apple and then gave it to
the vizier's slave, telling of his father's quest in the process. Clearly, the slave had lied simply to cause mischief.
After describing his unfortunate story, the young man requests that the caliph execute him for his crime,
but the caliph is sympathetic. Instead, he sends Ja'far to find the mischievous slave, again at the risk of his own
execution.
Once again, the vizier fails. Before leaving for his execution, he hugs his youngest daughter - and finds
one of the apples in her pocket. She admits that she received it from one of their slaves, and Ja'far realizes one
of his own slaves is the culprit. He thereby avoids death, and begs the caliph spare his slave as well. In
exchange, he promises to tell the caliph a story called "Tale of Núr al-Dín Alí and His Son Badr al-Dín Hasan."
Module 4: Teaching Methods and Techniques

Lesson 1: Creative Writing Methods
LET’S TRY
Direction: Define the words given below. Write your answers at the back of this page. (10 points)
1. incite 4. device 7. creature 9. memoir

2. proofread 5. flashback 8. technique 10. resolution
3. chronology 6. metaphor
LET’S LEARN
Direction: Read and understand the Creative Writing Techniques presented on the next pages.
Creative writing involves being imaginative and creative in making things up and letting your
productive imagination run wild. Essays are about being factual and objective, communicating ideas and
arguments in the clearest way possible and attempting to enhance the reader’s knowledge, rather than their
imagination. However, while the literary devices and colorful tales we associate with creative writing are
indeed out of place in an essay, these two very different kinds of writing actually have a few similarities.
Above all, they are both meant to be read by other people, and that means that they need to sustain the
reader’s interest. Seven Techniques from Creative Writing You Can Use to Improve Your Essays
1. Think about your reader…With creative writing, your reader is your most important consideration. You
need to know and understand whom you are writing for if you are to do a good job of keeping them interested.
Let us think for a moment about the kind of person you are writing for when you are writing an essay and
what you need to do to write specifically for them.
2. Three-act structure…The three-act structure is a writing device used extensively in modern writing,
including for film and television dramas.
a. Set-up (the introduction). This establishes what you are talking about, setting the scene. The ‘inciting
incident’ could be the introduction of evidence that contradicts a common theory, or the highlighting
of a central disagreement in how something is interpreted.
b. Confrontation – you discuss the different problems surrounding the topic you are writing about.
c. Resolution (the conclusion). You summarize and resolve the argument with your own opinion, by
coming down on one side or the other, having weighed up the evidence you have discussed
3. An attention-grabbing opening…One way of doing this is to start with a ‘flashback’, which could
disrupt the chronology of events by transporting the reader directly back to the midst of the action, so that
the story begins with maximum excitement. If you were writing about how the pandemic covid19 started,
rather than

building up slowly with the various factors, an attention-grabbing opening could describe the drama of
Chinese falling off the streets because they were infected with the virus and the infection was severe. You
may perhaps cite some statistics about the number of people all over the world infected with the deadly virus.
You may mention how many people in Baliwag were infected of covid19 just in one day when Baliwag was
put to General Community Quarantine.
4. Extended metaphors…Creative writing often makes use of extended metaphors. When Shakespeare
wrote the passage in Romeo and Juliet referring to “It is the East, and Juliet is the sun!” he was using an
extended metaphor.
5. Interesting details about setting and location…Another way of keeping your reader interested is to
bring your essay to life with details about setting and location, just as creative writers do. Essays can become
quite dry if you focus solely on the academic problems, but you can make them more interesting by
peppering them with details.
6. Record your ideas…Be like Kara David, Mark Salazar, Jay Taruc, and Howee Severino! They are journalist
who keep notebook to help them keep good ideas when they come to them. Howee Severino for sure had his
notebook on his hospital bed side while he was being treated due to his covid19 infection. I have notebook,
pens, and torch on my bedside because I have to write anything that I think of out of the blue. Sometimes, while
I am on Skype with my friend Karl Theodore, we come up with music lyrics out of our daily conversations. I
need to write those ideas so they will come handy when I need them.
Types of Creative Writing
1. Play is a literary form of writing for theatre, which narrates a story with elements of conflicts, tensions, and
actions through dialogues of characters. For dramatic significance, it is divided into acts and scenes. The
writers present their feelings, emotions, and ideas through their characters and make them speak.
2. Song is a short poem or other set of words set to music or meant to be sung.
3. Poetry is a literature that evokes a concentrated imaginative awareness of experience or a specific emotional
response through language chosen and arranged for its meaning, sound, and rhythm.
4. Letter is a written message from one person to another, usually put in an envelope and sent by mail.
5. Memoir is a history or record composed from personal observation and experience. Closely related to, and
often confused with, autobiography, a memoir usually differs chiefly in the degree of emphasis placed on
external events; whereas writers of autobiography are concerned primarily with themselves as subject
matter, writers of memoir are usually persons who have played roles in, or have been close observers of,
historical events and whose main purpose is to describe or interpret the events.
6. Essay is a short piece of writing on a particular subject, especially one done by students as part of the work
for a course.
7. Journal is a written record of what you have done each day, sometimes including your private thoughts and
feelings.
8. Diary is a book in which you record your thoughts or feelings or what has happened each day.
9. Film and television scripts are series of moving pictures, usually shown in a movie theater or on television
and often telling a story.
10.Fiction is a type of book or story that is written about imaginary characters and events and not based on real
people and facts

Write TRUE if the statement is correct. If the statement is wrong, circle the word or phrase that
makes the statement wrong then write the correct word or phrase on the space before the number.
(10 points).
1. Your reader is your most important consideration in creative writing.
2. Conclusion establishes what you are talking about, setting the scene..
3. Resolution is synonymous to conclusion.
4. One way of doing the attention-grabbing opening is to start with a ‘flashback’.
5. Creative writing often makes use of extended metaphors.
6. A skilled presenter knows that public speaking is a conversation with the audience.
7. You need to know and understand whom you are writing for if you are to do a
good job of keeping them interested.
8. In the introduction you discuss the different problems surrounding the topic
you are writing about.
9. You summarize and resolve the argument with your own opinion, by coming down on
one side or the other, having weighed up the evidence you have discussed.
10. Another way of keeping your reader interested is to bring your essay to life
with details about setting and location, just as creative writers do.
LET’S REMEMBER
Direction: Develop this title Coping With The New Normal in the Academe in a creative
way using not more than 200 words. Keep in mind the techniques in Creative Writing
presented in the previous pages. Write your Essay at the back of this page. (10 points)

MIDTERM EXAMINATION
Instructor: Date:
I. Match the meaning in COLUMN A with the word it defines in COLUMN B. Write the letter of your
answer on the space before the number. (10 points)
COLUMN A COLUMN B
1. Serious and careful thought a. method
2. To make something happen b. oration
3. To try to discover information c. probe
4. Particular way of doing something d. reflection
5. Formal public speech about a serious subject e. framework
6. Statement intended to influence one’s opinion f. analysis
7. Process of examining something in an organized way g. persuasion
8. Connection or relationship between two or more facts h. vulnerable
9. Able to be easily physically, emotionally, or mentally hurt i. correlation
10. Supporting structure around which something can be built j. prompt
k. recommendation
II. Identify who or what is referred to by the statements below. Write your answers on the space provided
before the number. (15 points)
11. Period of more or less uninterrupted talk from a teacher.
12. Short text honoring a deceased person inscribed in the tombstone.
13. Concerned with the highlighting of important elements and details.
14. Organized verbal presentation of subject matter often augmented by visual aids.
15. Way of sending information through explanations, definitions, examples, descriptions or comments.
16. Way of sending information through the lecturer's vocal qualities such as clarity, audibility,
fluency and speed.
17. Way of sending information through gestures, facial expressions or body movements.
18. Calls for defining new terms, clarifying key points, paraphrasing, and giving directions
on learning tasks as well as speaking clearly, audibly and not too fast.
19. Calls for a sound structure and logical approach in which essential points are concisely
covered, key links and relationships are indicated and good use is made of time.
20. Well-organized explanation will show evidence of sound preparation and will not attempt
to cover everything.
21. Involves tone, pitch, volume and pauses, together with gestures, eye contact and pointing are
ways of giving emphasis in explanations and these can be augmented by visual aids and handouts.
22. American voice actor and radio personality who became known for his work in animation as
the voices of Bugs Bunny, Daffy Duck, Porky Pig, and others.
23. Known as "The Man of a Thousand Voices", and is regarded as one of the most influential
people in the voice acting industry.
24. Phrase or form of words written in memory of a person who has died, especially as an
inscription on a tombstone or monument.
25. Important feature of explanations for without it there can be no certainty that
understanding' has resulted.
III.Write TRUE if the statement is correct otherwise circle the word or phrase that makes the statement false
then write the word or phrase that will make it correct. Write your answer on the space before the number. (15
points)
26. In writing creatively, one should think about the reader.
27. Set-up establishes what the writer is talking about, setting the scene.
_28. Poetry is a short poem or other set of words set to music or meant to be sung.
29. Play is a literary form of writing for theatre, which narrates a story with elements
of conflicts, tensions, and actions through dialogues of characters.
30. The writers present their feelings, emotions, and ideas through their characters and
make them speak.
_31. Song is a literature that evokes a concentrated imaginative awareness of experience or a
specific emotional response through language chosen and arranged for its meaning, sound, and
rhythm.
32. Essay is a written message from one person to another, usually put in an envelope and sent by mail.
33.Memoir is a history or record composed from personal observation and experience.
_34. Letter is a short piece of writing on a particular subject, especially one done by students
as part of the work for a course.
35. Diary is a written record of what you have done each day, sometimes including your
private thoughts and feelings.
36. Journal is a book in which you record your thoughts or feelings or what has happened each day.
37. Film and television scripts are series of moving pictures, usually shown in a movie theater
or on television and often telling a story.
38. Fiction is a type of book or story that is written about imaginary characters and events
and not based on real people and facts
39. The ‘inciting incident’ could be the introduction of evidence that contradicts common
theory, or the highlighting of a central disagreement in how something is interpreted.
40. One way of doing an attention-grabbing opening is to start with a ‘flashback’.
IV. Read The Parable of the Talents (Bible: Matthew 25:14-30) then prepare questions following the
Questions according to Bloom’s Taxonomy. Write your answers at the back of this page. (10 points)
V. ENUMERATION: Give what is asked. Write your answers at the back of this page. (20 points)
A. Seven Techniques to Improve Creative Writing E. Three-Act Structure Used in Modern Writing
B. Three Uses of Audio-Visual Methods in Teaching
C. Seven Characteristics of Highly Effective Public Speakers
Module 5: Literary Text

Lesson 1: Interpreting Literary Text Lesson 2: Literary Approaches Theories
Lesson 1: Interpreting Literary Text
LET’S TRY
Direction: Define the words given on the next page. Write your answers at the back of this page. (10
points)

1. Plot 4. Imagery 7. Context 9. Ideology
2. Narrative 5. Stereotype 8. Refuting 10. Perspective
3. Status quo 6. Characterization
LET’S LEARN
Direction: Read and understand Interpreting Literary Text presented below.
Interpretation is an explicit argument about a text’s deeper meanings—its implied themes, values, and
assumptions. It pays special attention to the text’s contradictions, tensions, and ambiguities. Interpretation also
recognizes how the cultural context of the text and the reader might influence our interpretive conclusions.
Guidelines for Interpreting Literature
1. Find out what the text is arguing (supporting, refuting, upholding, prescribing, etc.); do not merely summarize it.
2. Look for the text’s ideology. Is it for or against the status quo (or both)? Consider the historical and social
context: what does the text do with cultural and societal assumptions? With stereotypes? With prescribed roles?
3. Remember that the text is a construct, not about a real person, event, etc., and it is designed to present a
particular perspective; it is not the “truth.” (Even with autobiography or other literary texts based on the
author’s life experience, the text is still constructed to focus on particular details and description at the
exclusion of others.) An author’s intentions, however, are not what we try to determine; rather, we examine
the text’s structure with an awareness that it is manipulated and chosen, whether consciously or
subconsciously, on the part of the author. Consider what the text is not, but could be, and move from there to
discuss what is in the text.
4. Remember that the characters are constructs as well, not real people, that a choice is involved in their
construction. What does this choice signify?
5. Remember that what happens in the text may not be what the text is arguing for; in fact, it could be what the
text is arguing against. What attitude is presented about the situations and events? How do we feel about the
characters and what they say and do? How do descriptions, characterizations, and plot structure steer us
towards a particular view?
6. Examine the positive or negative consequences of the plot. Remember that negative consequences for a
sympathetic character usually argue against what happens to that character, whereas with an unsympathetic
character negative consequences usually mean the text is arguing for those events, attitudes, etc.
7. Examine the narrative point of view (first-person “I” or third-person omniscient). Through what perspective,
what “voice,” are we presented with the descriptions, events, etc.? How would the literary text differ if
another character’s point of view were privileged? If the point of view were different?
8. Closely examine imagery in the text: descriptions, symbolism, metaphors, and similes. How do these relate
to the text’s themes?
9. While you may want to focus on one aspect or section of a text, do not forget to place it within the context of
the text as a whole.
10.Be careful not to read into the text what is not there. You must always be able to find textual evidence, that
is, offer a close reading, to support what you believe is occurring in the text.
Direction: Write TRUE if the statement is correct otherwise circle the word or phrase that makes the
statement false then write the word or phrase that will make it correct. Write your answer on the space
before the number. (10 points)
1. Examine the narrative point of view .
2. We need to find out what the text is arguing .
3. Be careful not to read into the text what is not there.
4. Examine the positive consequences of the plot alone.
5. It pays special attention to the text’s contradictions, tensions, and ambiguities.
6. Interpretation also recognizes how the psychological context of the text and the reader
might influence our interpretive conclusions.
7. Remember that the characters are constructs as well, not real people, that a choice is
involved in their construction.
8. Remember that what happens in the text definitely is what the text is arguing for; in
fact, it could be what the text is arguing against.
9. Closely examine imagery in the text such as descriptions, symbolism, metaphors, and similes.
10. Interpretation is an explicit argument about a text’s deeper meanings—its
implied themes, values, and assumptions
LET’S REMEMBER
Direction: Analyze critically the story The Loyal Mongoose following the Guidelines for Interpreting
Literature. Answer in not more than 100 words. Write your answer at the back of this page. (10
points)
The Loyal Mongoose
A farmer couple had a pet mongoose. One day, the farmer and his wife had to urgently go
out of the house for work, and so they left the mongoose with their infant, assured that he
would guard their baby well. While they were gone, a snake stealthily entered the house and
moved towards the cradle to attack the infant. The smart mongoose fought and killed the
snake in
order to protect the baby.
When the farmer’s wife returned home, she was shocked to be greeted by blood stains on the mongoose’s
mouth and teeth. She lost her temper and shouted, “You killed my baby!” In her anger, she lost all control and
killed the loyal mongoose. When she entered her house, she saw the baby alive, and the dead snake beside him.
She realised what happened and regretted her actions.
Lesson 2: Literary Approaches Theories
LET’S TRY
Direction: Define the words given below. Write your answers at the back of this page. (10 points)
1. Method 4. Critic 7. Context 9. Tainted

2. Prejudice 5. Approach 8. Postulate 10.Preeminent
3. Profound 6. Antisemitic
LET’S LEARN
Direction: Read and understand Literary Approaches Theory presented below.
Literary theory is the body of ideas and methods we use in the practical reading of literature.
By literary theory we refer not to the meaning of a work of literature but to the theories that reveal what
literature can mean. Literary theory is a description of the underlying principles, one might say the tools, by
which we attempt to understand literature. All literary interpretation draws on a basis in theory but can serve as
a justification for very different kinds of critical activity. Literary theory in recent years has sought to explain
the degree to which the text is more the product of a culture than an individual author and in turn how those
texts help to create the culture. It is simply the various methods we use to analyze and understand literature. In
other words, when we try to understand literature, we use certain methods to help us understand the meaning,
and those methods comprise literary theory.
Literary criticism, on the other hand, is the practical application of those theories or methods to
particular works of literature the actual use of a method to better understand a text’s meaning is what we called
literary criticism. Literary criticism is the study, analysis, evaluation and interpretation of literature. In other
words, it judges the value of a work. In literary criticism, a particular work or a body of work is evaluated
according to its aesthetic value, historical/cultural/social significance of the work, use of language, and insights
and insights of the work. These qualities are often mutually dependent or inflective. Literary criticism has a long
history and can be traced back to the times of Pluto. Literary criticisms are often published in essay or book
format.
Literary theories include formalism, historicism, deconstructionism, gender approaches, psychological
approaches, and several other methods critics and readers use to understand meaning. For example, if a reader
wants to understand every element of Nathanial Hawthorne’s short story “Young Goodman Brown,” who has a
dream that changes his entire outlook on his family and society, a critic using the historical theory of criticism

might look at the Puritan belief system in order to see what elements of Puritanism appear in the story and affect
the story’s outcome. Using biographical theory, which postulates that an author’s life may affect the way he or
she writes, a biographical approach would require the critic to look for any evidence in Hawthorne’s life that he
felt negatively about Puritanism. Such an approach would discover, for example, that Hawthorne actually
changed his last name, which was originally spelled without the w, because he was appalled that one of his
ancestors was a judge at the Salem witch trials in 1692-93.
Literary theories thus provide the methods by which readers and critics look at the meaning of literature,
and criticism is the use of those methods to understand meaning in literature. By Njoka Divine Ngwang (Ph.D.
Researcher AfLit, University of Buea)
Literary Approaches Theories
1. Formalism is an object-centered theory of critical approach to literature. It focuses only on the work itself
and completely ignores the author of the work, time and background information of the work, and the
audiences’ feeling or perception about the work. Formalism asserts that formal properties are the only things
that matter about literature.
1.1. The formal properties of a literary work include:
1.1.1. Words (meaning of the words)
1.1.2. Shape/structure of the text
1.1.3. Harmony of the words
1.1.4. The rhythm of the sentences
1.1.5. Rhyming of the words
1.1.6. Meaning of the text as a whole
1.1.7. The formal properties of a literary work do not include the following:
1.1.7.1. Time of the work
1.1.7.2. Background of the work
1.1.7.3. Representation of the work
1.1.7.4. The symbolism of the words
1.1.7.5. Author’s moral, religious, or political values
1.1.7.6. Author’s personal life
2. New Historicism is a literary theory based on the idea that literature should be studied and interpreted within
the context of both the history of the author and the history of the critic. New Historicism acknowledges not
only that a work of literature is influenced by its author's times and circumstances, but that the critic's
response to that work is also influenced by his environment, beliefs, and prejudices.
A New Historicist looks at literature in a wider historical context, examining both how the writer's times
affected the work and how the work reflects the writer's times, in turn recognizing that current cultural contexts
color that critic's conclusions.
For example, when studying Shakespeare's Merchant of Venice, one always comes to the question of
whether the play shows Shakespeare to be anti-Semitic. The New Historicist recognizes that this isn't a simple
yes-or-no answer that can be teased out by studying the text. This work must be judged in the context in which it
was written; in turn, cultural history can be revealed by studying the work — especially, say New Historicists,
by studying the use and dispersion of power and the marginalization of social classes within the work. Studying
the history reveals more about the text; studying the text reveals more about the history.
The New Historicist also acknowledges that his examination of literature is "tainted" by his own culture
and environment. The very fact that we ask whether Shakespeare was anti-Semitic — a question that wouldn't
have been considered important a century ago — reveals how our study of Shakespeare is affected by our
civilization.
New Historicism, then, underscores the impermanence of literary criticism. Current literary criticism is
affected by and reveals the beliefs of our times in the same way that literature reflects and is reflected by its own
historical contexts. New Historicism acknowledges and embraces the idea that, as times change, so will our
understanding of great literature.
3. Deconstructionism involves the close reading of texts in order to demonstrate that any given text has
irreconcilably contradictory meanings, rather than being a unified, logical whole. As J. Hillis Miller, the
preeminent American deconstructionist, has explained in an essay entitled Stevens’ Rock and Criticism as Cure
(1976), “Deconstruction is not a dismantling of the structure of a text, but a demonstration that it has already
dismantled itself. Its apparently solid ground is no rock but thin air.”
Deconstruction was both created and has been profoundly influenced by the French philosopher Jacques
Derrida. Derrida, who coined the term deconstruction, argues that in Western culture, people tend to think and
express their thoughts in terms of binary oppositions (white / black, masculine / feminine, cause /effect,
conscious
/unconscious, presence / absence, speech writing). Derrida suggests these oppositions are hierarchies in
miniature, containing one term that Western culture views as positive or superior and another considered
negative or inferior, even if only slightly so. Through deconstruction, Derrida aims to erase the boundary
between binary oppositions— and to do so in such a way that the hierarchy implied by the oppositions is thrown
into question.
4. Feminist/Gender Criticism
Feminist criticism is concerned with "the ways in which literature (and other cultural productions) reinforce
or undermine the economic, political, social, and psychological oppression of women". This school of theory
looks at how aspects of our culture are inherently patriarchal (male dominated) and aims to expose misogyny in
writing about women, which can take explicit and implicit forms.
Feminist criticism is also concerned with less obvious forms of marginalization such as the exclusion of
women writers from the traditional literary canon: "...unless the critical or historical point of view is feminist,
there is a tendency to underrepresent the contribution of women writers".
Common Space in Feminist Theories
Though a number of different approaches exist in feminist criticism, there exist some areas of commonality.
4.1.1. Women are oppressed by patriarchy economically, politically, socially, and psychologically;
patriarchal ideology is the primary means by which women are oppressed.
4.1.2. In every domain where patriarchy reigns, woman is other: she is marginalized, defined only by
her difference from male norms and values.
4.1.3. All of Western (Anglo-European) civilization is deeply rooted in patriarchal ideology, for
example, in the Biblical portrayal of Eve as the origin of sin and death in the world.
4.1.4. While biology determines our sex (male or female), culture determines our gender (scales of
masculine and feminine).
4.1.5. All feminist activity, including feminist theory and literary criticism, has as its ultimate goal to
change the world by prompting gender equality.
4.1.6. Gender issues play a part in every aspect of human production and experience, including the
production and experience of literature, whether we are consciously aware of these issues or not.
4.2. Three waves of feminism:
4.2.1. First Wave Feminism - late 1700s-early 1900's: writers like Mary Wollstonecraft (A
Vindication of the Rights of Women, 1792) highlight the inequalities between the sexes. Activists
like Susan B. Anthony and Victoria Woodhull contribute to the women's suffrage movement, which
leads to National Universal Suffrage in 1920 with the passing of the Nineteenth Amendment.
4.2.2. Second Wave Feminism - early 1960s-late 1970s: building on more equal working conditions
necessary in America during World War II, movements such as the National Organization for
Women (NOW), formed in 1966, cohere feminist political activism. Writers like Simone de
Beauvoir (Le Deuxième Sexe, 1949) and Elaine Showalter established the groundwork for the
dissemination of feminist theories dove-tailed with the American Civil Rights movement.
4.2.3. Third Wave Feminism - early 1990s-present: resisting the perceived essentialist (over
generalized, over simplified) ideologies and a white, heterosexual, middle class focus of second
wave feminism, third wave feminism borrows from post-structural and contemporary gender and
race

theories (see below) to expand on marginalized populations' experiences. Writers like Alice Walker
work to "...reconcile it [feminism] with the concerns of the black community...[and] the survival
and wholeness of her people, men and women both, and for the promotion of dialog and
community as well as for the valorization of women and of all the varieties of work women
perform" (Tyson 107).
4.3. Typical questions:
4.3.1. How is the relationship between men and women portrayed?
4.3.2. What are the power relationships between men and women (or characters assuming
male/female roles)?
4.3.3. How are male and female roles defined?
4.3.4. What constitutes masculinity and femininity?
4.3.5. How do characters embody these traits?
4.3.6. Do characters take on traits from opposite genders? How so? How does this change others’
reactions to them?
4.3.7. What does the work reveal about the operations (economically, politically, socially, or
psychologically) of patriarchy?
4.3.8. What does the work imply about the possibilities of sisterhood as a mode of resisting patriarchy?
4.3.9. What does the work say about women's creativity?
4.3.10. What does the history of the work's reception by the public and by the critics tell us about the
operation of patriarchy?
4.3.11. What role does the work play in terms of women's literary history and literary tradition?
5. Psychoanalytical Approach/Psychoanalytic Criticism (1930s-present)
Psychoanalytic criticism builds on (Sigmund Freud) Freudian theories of
psychology.
5.1. The Unconscious, the Desires, and the Defenses
Freud began his psychoanalytic work in the 1880s while attempting to treat behavioral disorders in his Viennese
patients. He dubbed the disorders 'hysteria' and began treating them by listening to his patients talk through their
problems. Based on this work, Freud asserted that people's behavior is affected by their unconscious: "...the notion
that human beings are motivated, even driven, by desires, fears, needs, and conflicts of which they are unaware.
Freud believed that our unconscious was influenced by childhood events. Freud organized these events
into developmental stages involving relationships with parents and drives of desire and pleasure where children
focus "...on different parts of the body...starting with the mouth...shifting to the oral, anal, and phallic phases..."
These stages reflect base levels of desire, but they also involve fear of loss (loss of genitals, loss of affection
from parents, loss of life) and repression: "...the expunging from consciousness of these unhappy psychological
events". Repression doesn't eliminate our painful experiences and emotions. We unconsciously behave in ways
that will allow us to 'play out'...our conflicted feelings about the painful experiences and emotions we
repress". To keep all of this conflict buried in our unconscious, Freud argued that we develop defences:
selective perception, selective memory, denial, displacement, projection, regression, fear of intimacy, and fear
of death, among others.
5.2. Id, Ego, and Superego

Freud maintained that our desires and our unconscious conflicts give rise to three areas of the mind that wrestle
for dominance as we grow from infancy, to childhood, to adulthood:
5.2.1. id - "...the location of the drives
5.2.2. ego - "...one of the major defences against the power of the drives
5.2.3. superego - the area of the unconscious that houses judgment (of self and others) and "...which
begins to form during childhood as a result of the Oedipus complex
5.3. Oedipus Complex
Freud believed that the Oedipus complex was "...one of the most powerfully determinative elements in the
growth of the child". Essentially, the Oedipus complex involves children's need for their parents and the conflict
that arises as children mature and realize they are not the absolute focus of their mother's attention: "the
Oedipus complex begins in a late phase of infantile sexuality, between the child's third and sixth year, and it
takes a different form in males than it does in females".
Freud argued that both boys and girls wish to possess their mothers, but as they grow older "...they
begin to sense that their claim to exclusive attention is thwarted by the mother's attention to the father...".
Children

connect this conflict of attention to the intimate relations between mother and father, relations from which the
children are excluded. Freud believed that "the result is a murderous rage against the father...and a desire to
possess the mother". Freud pointed out, however, that "...the Oedipus complex differs in boys and girls...the
functioning of the related castration complex". In short, Freud thought that "...during the Oedipal rivalry
[between boys and their fathers], boys fantasized that punishment for their rage will take the form of..."
castration. When boys effectively work through this anxiety, Freud argued, "...the boy learns to identify with the
father in the hope of someday possessing a woman like his mother. In girls, the castration complex does not
take the form of anxiety...the result is a frustrated rage in which the girl shifts her sexual desire from the mother
to the father".
Freud believed that eventually, the girl's spurned advances toward the father give way to a desire to possess a
man like her father later in life. Freud believed that the impact of the unconscious, id, ego, superego, the
defences, and the Oedipus complex was inescapable and that these elements of the mind influence all our
behavior (and even our dreams) as adults - of course this behavior involves what we write.
5.4. Freud and Literature
So what does all of this psychological business have to do with literature and the study of literature? Put simply,
some critics believe that we can "...read psychoanalytically...to see which concepts are operating in the text in
such a way as to enrich our understanding of the work and, if we plan to write a paper about it, to yield a
meaningful, coherent psychoanalytic interpretation" (Tyson 29). Tyson provides some insightful and applicable
questions to help guide our understanding of psychoanalytic criticism.
5.5. Typical questions:
5.5.1. How do the operations of repression structure or inform the work?
5.5.2. Are there any Oedipal dynamics - or any other family dynamics - at work here?
5.5.3. How can characters' behavior, narrative events, and/or images be explained in terms of
psychoanalytic concepts of any kind (for example, fear or fascination with death, sexuality - which
includes love and romance as well as sexual behavior - as a primary indicator of psychological
identity or the operations of ego-id-superego)?
5.5.4. What does the work suggest about the psychological being of its author?
5.5.5. What might a given interpretation of a literary work suggest about the psychological motives of the
reader?
5.5.6. Are there prominent words in the piece that could have different or hidden meanings? Could there
be a subconscious reason for the author using these "problem words"?
6. Marxist Approach focuses on:
6.1. ideological content of a work
6.2. Explicit and implicit assumptions and values about race, culture, class, and power
6.3. Texts are political in nature, responding to larger social and material constructs
6.4. Material, not psychological
6.5. Marxist criticism examines the nature of power structures within a novel.
6.6. A Marxist critic asks questions like:
6.6.1. Who has power? Who lacks power?
6.6.2. What is the relationship between power and wealth?
6.6.3. Who is exploited by whom and why?
6.6.4. How does power remain constant or shift throughout a work of literature?
6.6.5. What makes certain characters powerful or powerless?
6.7. Marxist Approach also examines:
6.7.1. commodities, possessions that give power
6.7.2. typical commodities are things like land and money but can also be things like social position,
knowledge, or even a person
6.7.3. examine what commodities bring power and why within a work of literature
6.7.4. Suspicion –gMarxist scholars will seek to find problems relating to capitalism, wealth inequality,
class strugle, etc.
LET’S REMEMBER
Direction: In not less than 100 words, analyze critically the A Tale of Three Fish using the
Formalist Approach. Write your answers at the back of this page. (10 points)
A Tale of Three Fish
In a lake, there were three fish who were great friends. The first fish was very smart, the second
one knew how to find his way out of trouble, and the third was adamant and hated changes. The
first fish overheard a fisherman’s conversation about coming back the next day and fishing in the
lake.
Sensing danger, he cautioned his friends to move out of the lake. The second fish said, “I will stay here and find
a way out if I’m caught.” The third fish said, “I do not want to move out. I will remain here, and if I have to get
caught, I will.” The first fish moved out. The next day, the fisherman arrived and caught the other two fish. The
second one cleverly escaped by pretending to be dead. The third fish did nothing and got caught and died.
Module 6: Writing Lesson Plan

Lesson 1: Parts of A Lesson Plan
LET’S TRY
Direction: In not more than 100 words, write your experience wherein you had a problem and how did you
deal with that problem. Write your answer at the back of this page. (10 points)
LET’S LEARN
Direction: Read and understand Parts of A Lesson Plan presented below.
A lesson plan is the instructor’s road map of what students need to learn and how it will be done
effectively during the class time. Before you plan your lesson, you will first need to identify the learning
objectives for the class meeting. Then,
you can design appropriate learning activities and develop strategies to obtain feedback on student learning.
Five Parts of a Lesson Plan (Sample Semi-Detailed Lesson Plan in Literature)
I. Objectives: At the end of the lesson, the students are expected to:
A. Cognitive: Discuss the details of the story entitled The Jackal and the Drum.
B. Psychomotor: Prepare a Graphic Organizer for the selected short.
C. Affective: Appreciate the bright side of life and in every problem there is a solution.
II. Subject Matter: The Jackal and the Drum
Reference: https://parenting.firstcry.com/articles/top-10-short-stories-of-panchatantra
Materials: Laptop, projector, white board, white board marker
III. Procedures:
A. Motivation: Recall the day that you had a problem. How did you solve that problem?
B. Unlocking of Difficulties: Define the following words that were taken from the selection that
you are about to read.
1. Jackal 3. battlefield
2. wandered 4. Strange 5. deserted
C. Lesson Proper:
The Jackal and the Drum
Once upon a time, a jackal wandered away from his jungle and reached a deserted battlefield. He was very
hungry, and so he started looking for food, when heard a strange sound. The
jackal got scared and decided to run away, but then he thought, “Let me carefully
see who is making that sound.” As he looked around, he found an abandoned
drum lying next to a tree, and as the wind blew, the branches of the tree rubbed
against it, making the sound. He was relieved and continued to search for food.
D. Generalization: Face difficulties, instead of running away from
them.
E. Application: Prepare a Fish Bone graphic Organizer for the The Jackal and the Drums.
IV. Evaluation: Answer the questions briefly. (5 point each number)
1. Who are the characters in the story? Give the characterization of each.
2. Where and when did the story take place?
3. How did the Jackal solve his problem?
V. Assignment: Read and comprehend A Thousand and One Nights on pages 143 to 148 of your
Literature Texbook. Circle the words that are unfamiliar to you then look up for their meaning in
your dictionary.
Direction: Enumerate what is asked. Write your answers at the back of this page. (10 points)
A. Five Main Parts of a Lesson Plan
B. Three Kinds of Objectives
C. Two important details for Part V: Assignment
LET’S REMEMBER
Direction: At the back of this page, answer each question in not more than 50 words. (10 points)
1. Should there be three kinds of objectives in every Lesson Plan? Defend your answer.
2. Why do teachers need to prepare a Lesson Plan?

PRE-FINAL EXAMINATION
Instructor:_ Date:
I. Match the meaning in COLUMN A with the word it defines in COLUMN B. Write the letter of your
answer on the space provided before the number. (15 points)
COLUMN A COLUMN B
1. Belief a. refuting
2. Scheme b. profound
3. Biased c. status quo
4. Out look d. context
5. Anecdote e. stereotype
6. Symbolism f. perspective
7. Procedure g. narrative
8. Prove false h. imagery
9. Framework i. plot
10. Distribution j. method
11. Hypothesize k. postulate
12. Most important l. prejudice
13. Current situation m. anti-semitic
14. Belief without basis n. dispersion
15. Idea held as standard o. preeminence
p. ideology
II. Identify who or what is referred to by the statements below. Write your answers on the space provided before
16. Location of the drives.
17. Body of ideas and methods we use in the practical reading of literature.
18. Description of the underlying principles by which we attempt to understand literature.
19. Seeks to explain the degree to which the text is more the product of a culture than
an individual author and in turn how those texts help to create the culture.
20. Practical application of those theories or methods to particular works of literature
the actual use of a method to better understand a text’s meaning.
21. Study, analysis, evaluation and interpretation of literature. In other words, it judges
the value of a work.
22. Object-centered theory of critical approach to literature; focuses only on the work
itself and completely ignores the author of the work, time and background

information of the work, and the audiences’ feeling or perception about the work.
23. Asserts that formal properties are the only things that matter about literature.
24. One of the major defenses against the power of the drives and home of the defenses
listed above.
25. Area of the unconscious that houses judgment and which begins to form during
childhood as a result of the Oedipus complex.
26. Involves children's need for their parents and the conflict that arises as children
mature and realize they are not the absolute focus of their mother's attention.
27. Argued that both boys and girls wish to possess their mothers, but as they grow
older they begin to sense that their claim to exclusive attention is thwarted by
the mother's attention to the father.
28. Affected by and reveals the beliefs of our times in the same way that
literature reflects and is reflected by its own historical contexts.
29. Acknowledges and embraces the idea that, as times change, so will
our understanding of great literature.
30. Involves the close reading of texts in order to demonstrate that any given text has
irreconcilably contradictory meanings, rather than being a unified, logical
whole.
31. Coined the term deconstruction and argues that in Western culture, people tend
to think and express their thoughts in terms of binary oppositions.
32.Concerned with the ways in which literature reinforces or undermines
the economic, political, social, and psychological oppression of
women.
33. Literary theory based on the idea that literature should be studied and
interpreted within the context of both the history of the author and the history
of the critic.
34. Acknowledges not only that a work of literature is influenced by its author's times
and circumstances, but that the critic's response to that work is also influenced
by his environment, beliefs, and prejudices.
35. Looks at literature in a wider historical context, examining both how the
writer's times affected the work and how the work reflects the writer's times,
in turn recognizing that current cultural contexts color that critic's conclusions.
III.Write TRUE if the statement is correct otherwise circle the word or phrase that makes the statement false
then write the word or phrase that will make it correct. Write your answer on the space before the number. (15
points)
36. Biology determines our gender culture determines our sex.
37. First Wave Feminism highlights the inequalities between the sexes.
38. Repression doesn't eliminate our painful experiences and emotions.
39. Sigmund Freud believed that our unconscious was influenced by childhood events.
40. New Historicism is a literary theory based on the idea that literature should be studied
and interpreted within the context of both the history of the author and the history of the
critic.
41. New Historicist looks at literature in a wider historical context, examining both how
the writer's times affected the work and how the work reflects the writer's times, in turn
recognizing that current cultural contexts color that critic's conclusions.
42.The New Historicist also acknowledges that his examination of literature is tainted by his
own culture and environment.
43. New Historicism acknowledges and embraces the idea that, as times change, so will
our understanding of great literature.
44. Deconstructionism involves the close reading of texts in order to demonstrate that any
given text has irreconcilably contradictory meanings, rather than being a unified, logical
whole.
45. French philosopher Jacques Derrida, who coined the term deconstruction, argues that in
Western culture, people tend to think and express their thoughts in terms of binary
oppositions.
46. Feminist criticism is concerned with the ways in which literature reinforce or undermine
the economic, political, social, and psychological oppression of women.
47. Women are oppressed by patriarchy economically, politically, socially, and
psychologically; patriarchal ideology is the primary means by which women are oppressed.

48. All of Western (Anglo-European) civilization is deeply rooted in patriarchal ideology such
as the Biblical portrayal of Eve as the origin of sin and death in the world.
49. All feminist activity, including feminist theory and literary criticism, has as its ultimate goal
to change the world by prompting gender equality.
50. Gender issues play a part in every aspect of human production and experience, including the
production and experience of literature, whether we are consciously aware of these issues or
not.
IV. In not more than 100 words, analyze critically the stories below using the given Literary Approach
Theories. (10 points each)
A. The Elephants and the Mice ( New Historicism Approach)
There was a village that was abandoned by its people after it shattered, post an earthquake.
However, the mice living in the village decided to stay and make it their home. On the
outskirts of this village, there was a lake, where a herd of elephants visited regularly to bathe
and drink water. Since the village was on the way to this lake, the elephants trampled the
mice while walking there. So, the king of mice decided to meet the elephants. He told them, ”
O elephants, as you travel through the village, many mice are trampled. We will be very
grateful if you could
please consider changing your route. We will remember and return the favour when you are in need.” The
elephant king laughed, “We are giant elephants. What favour can you mice return? Nevertheless, we honour
your request and change our route.”
After a few days, the elephants got trapped and entangled in nets that were set up by hunters. They
struggled hard to escape, but in vain. The elephant king remembered the promise made by the king of mice. So,
he sent a fellow elephant who got lucky and was not trapped, to ask the mice king to come and help them. Soon,
all the mice came and started nibbling the nets, and freed the elephants. The king of the elephants couldn’t thank
the mice enough!
B. The Foolish Lion and the Clever Rabbit (Marxist Approach

Once upon a time, there lived a greedy lion who attacked and killed animals, because of
which every animal in the jungle was very afraid of him. One day, they decided that each
animal would go to the lion, per day, as his prey. The lion agreed. When it was the rabbit’s
turn, they decided to send the wise old one. He travelled slowly and reached the lion’s den
before sunset. The lion furiously asked him, “Why are you so late?” The rabbit answered,
”A group of rabbits were coming to you, but on their way, the others were attacked by another ferocious lion. I
managed to escape and came here.” The rabbit also mentioned that the other lion was challenging this one.
The lion was extremely angry and asked the rabbit to take him to meet the new lion. The wise rabbit took the
lion to a deep well, and showed him his own reflection. As the lion growled, his reflection did the same. He
considered this reflection to be his enemy. The enraged lion jumped into the well to attack the other lion, and
ended up dying. Thus, the wise old rabbit saved himself, and all the animals in the forest.
V. Prepare a Semi-Detailed Lesson Plan for the story The Foolish Lion and the Clever Rabbit which you may
find on page 66. Write your Lesson Plan at the back of this page. (20)
“Your honesty matters a lot to me. You are loved to the bone marrow.”- EAB
Module 7: Types of Assessment

Lesson 1: Types of Assessment Practices Lesson 2: Types of Written and Oral Examinations
Lesson 1: Types of Assessment Practices
LET’S TRY
Direction: In not more than 100 words, write why there is a need to administer written examination.
Write your essay at the back of this page. (10 points)
LET’S LEARN
Direction: Read and understand the Different Types of Assessment Practices and Kinds of
Written and Oral Examinations presented on the next page.

Types of Assessment Practices
1. Diagnostic Assessment is often undertaken at the beginning of a unit of study to assess the skills,
abilities, interests, experiences, levels of achievement or difficulties of an individual student or a whole
class
• can involve formal measurements (e.g. IQ/aptitude tests, fitness tests) that are used to establish a starting point
(e.g. observation, discussions, questioning)
• informs programming and planning, and learning and teaching methods used, as assessment choices.
Summative assessment
• assists you to make judgements about student achievement at certain relevant semester, unit, year)
• can be used formally to measure the level of achievement of learning outcomes (e.g. tests, labs,
assignments, projects, presentations etc.)
• can also be used to judge programme, teaching and/or unit of study effectiveness (that is as a form of evaluation).
Diagnostic assessment can help you identify your students’ current knowledge of a subject, their skill sets
and capabilities, and to clarify misconceptions before teaching takes place .
Knowing students’ strengths and weaknesses can help you better plan what to teach and how to teach it.
1. Types of Diagnostic Assessments
1.1.1. Pre-tests (on content and abilities)
1.1.2. Self-assessments (identifying skills and competencies)
1.1.3. Discussion board responses (on content-specific prompts)
1.1.4. Interviews (brief, private, 10-minute interview of each student)
2. Formative Assessment is the practice of building a cumulative record of student achievement.
• usually takes place during day to day learning experiences and involves ongoing, informal
observations throughout the term, course, semester or unit of study
• is used to monitor students’ ongoing progress and to provide immediate and meaningful feedback
• assists teachers in modifying or extending their programmes or adapting their learning and teaching methods
Formative assessment provides feedback and information during the instructional process, while learning is
taking place, and while learning is occurring. Formative assessment measures student progress but it can also
assess your own progress as an instructor. For example, when implementing a new activity in class, you can,
through observation and/or surveying the students, determine whether or not the activity should be used again
(or modified). A primary focus of formative assessment is to identify areas that may need improvement. These
assessments typically are not graded and act as a gauge to students’ learning progress and to determine teaching
effectiveness.
Types of Formative Assessment
2.1.1. Observations during in-class activities; of students non-verbal feedback during lecture
2.1.2. Homework exercises as review for exams and class discussions)
2.1.3. Reflections journals that are reviewed periodically during the semester
2.1.4. Question and answer sessions, both formal—planned and informal—spontaneous
2.1.5. Conferences between the instructor and student at various points in the semester
2.1.6. In-class activities where students informally present their results
2.1.7. Student feedback collected by periodically answering specific question about the instruction and
their self-evaluation of performance and progress
3. Summative Assessment takes place after the learning has been completed and provides information and
feedback. Rubrics can be given to students before they begin working on a particular project so they know
what is expected of them for each of the criteria. Rubrics also can help you to be more objective when
deriving a final, summative grade by following the same criteria students used to complete the project.
Summative assessment is more product-oriented and assesses the final product, whereas formative
assessment focuses on the process toward completing the product. Once the project is completed, no
further revisions can be made.

3.1. Types of Summative Assessment
3.1.1. Examinations (major, high-stakes exams)
3.1.2. Final examination (a truly summative assessment)
3.1.3. Term papers (drafts submitted throughout the semester would be a formative assessment)
3.1.4. Projects (project phases submitted at various completion points could be formatively assessed)
3.1.5. Portfolios (could also be assessed during it’s development as a formative assessment)
3.1.6. Performances
3.1.7. Student evaluation of the course (teaching effectiveness)
3.1.8. Instructor self-evaluation
4. Informal Assessment involves systematically observing and monitoring students during in class learning
and teaching experiences.
• interacting with students to gain a deeper knowledge of what they know, understand and can do
• circulating the classroom and posing questions, guiding investigations, motivating and
quizzing students
• providing opportunities for students to present or report upon their learning and teaching experiences
• collecting, analysing, and providing feedback on in and out of class work samples(e.g. how
their group work projects are progressing).
5. Formal Assessment involves the use of specific assessment strategies to determine the degree to
which students have achieved the learning outcomes
• assessment strategies including: essays, exams, reports, projects, presentations, performances,
laboratories or workshops, resource development, artwork, creative design tasks, quizzes and
tests, journal writing, portfolio
• individual and/or collaborative tasks that usually attract a mark (group work may include both an
individual and group component).
Direction : Write TRUE if the statement is correct if otherwise circle the word or phrase that
makes the statement false. Then write the word or phrase that will make the statement correct.
Write your answer on the space provided before the number. (10 points)
1. Summative Assessment is often undertaken at the beginning of a unit of study to assess the
skills, abilities, interests, experiences, levels of achievement or difficulties of an individual
student or a whole class.
2. Formative Assessment can involve formal measurements such as IQ/aptitude tests, fitness tests
that are used to establish a starting point like observation, discussions, and questioning.
3. Diagnostic Assessment assists the teacher to make judgements about student achievement at
certain relevant semester, unit, and year.
4. Summative assessment can be used formally to measure the level of achievement of learning
outcomes such as tests, labs, assignments, projects, and presentations.
5. Diagnostic assessment can help the teacher identify your students’ current knowledge of a
subject, their skill sets and capabilities, and to clarify misconceptions before teaching takes place .
6. Knowing students’ strengths and weaknesses can help the teacher better plan what to teach and
how to teach it.
7. The types of Diagnostic Assessments are Pre-tests, Self-assessments, Discussion
board responses, and Interviews.
8. Diagnostic Assessment is the practice of building a cumulative record of student achievement.
9. Summative Assessment takes place after the learning has been completed and provides
information and feedback that sums up the teaching.
10. Rubrics can be given to students before they begin working on a particular project so they know
what is expected of them (precisely what they have to do) for each of the criteria.

LET’S REMEMBER
When and why do we administer the following assessments:
1. Diagnostic Assessment 2. Formative Assessment 3. Summative Assessment
Lesson 2: Types of Written and Oral Examinations
LET’S TRY
Activity 1: Unlocking of Difficulties
Direction: In not more than 100 words, write why there is a need to administer written examination.
Write your answer at the back of this page. (10 points)
LET’S LEARN
Direction: Read and understand the Types of Written and Oral Examinations presented below.
Different Types of Examinations
Exams are used at university to test how well you have understood key concepts, themes and topics covered in
your course. Whether on campus, at an external venue or online, you may be required to do to one or a
combination of the following exam types:
1. Multiple Choice questions are composed of one question (stem) with multiple possible answers (choices),
including the correct answer and several incorrect answers (distractors). Typically, students select the correct
answer by circling the associated number or letter, or filling in the associated circle on the machine-readable
response sheet.
Avoid Do use
In the stem: In the stem:
 Long / complex sentences  Your own words – not statements straight out of
 Trivial statements the textbook
 Negatives and double-negatives  Single, clearly formulated
 Ambiguity or indefinite terms, absolute
statements, and broad generalization problems In the choices:
 Extraneous material
 Item characteristics that provide a clue to the  Plausible and homogeneous distractors
answer misconceptions  Statements based on common
student misconceptions
In the choices:  True statements that do not answer the
questions
 Statements too close to the correct answer  Short options – and all same length
 Completely implausible responses  Correct options evenly distributed over A, B, C,
 ‘All of the above,’ ‘none of the above’ etc.
 Overlapping responses (e.g., if ‘A’ is true)  Alternatives that are in logical or numerical
then ‘C’ is also true) order
 At least 3 alternatives
2. True/False questions are only composed of a statement. Students respond to the questions by
indicating whether the statement is true or false.

Avoid Do use
 Negatives and double-negatives  Your own words
 Long / complex sentences  The same number of true and false statements (50 / 50) or
 Trivial material slightly more false statements than true (60/40) – students
 Broad generalizations are more likely to answer true
 Ambiguous or indefinite terms  One central idea in each item
3. Matching Type: Students respond to matching questions by pairing each of a set of stems (e.g., definitions)
with one of the choices provided on the exam. These questions are often used to assess recognition and recall
and so are most often used in courses where acquisition of detailed knowledge is an important goal. They are
generally quick and easy to create and mark, but students require more time to respond to these questions
than a similar number of multiple choice or true/false items.
Avoid Do use
 Long stems and options  Short responses 10-15 items on only one page
 Heterogeneous content (e.g., dates  Clear directions
mixed with people)  Logically ordered choices
 Implausible responses (chronological, alphabetical, etc.)
4. Short Answer questions are typically composed of a brief prompt that demands a written answer that varies
in length from one or two words to a few sentences. They are most often used to test basic knowledge of key
facts and terms. An example this kind of short answer question follows:
Type of Avoid Do use

question
All short-  Trivia  Your own words
answer  Long / complex sentences  Specific problems
 Direct questions
Fill-in-the-  Taking out so many words that the  Prompts that omit only one or two key
blank sentence is meaningless words at the end of the sentence
5. Essays questions provide a complex prompt that requires written responses, which can vary in
length from a couple of paragraphs to many pages. Like short answer questions, they provide students
with an opportunity to explain their understanding and demonstrate creativity, but make it hard for
students to arrive at an acceptable answer by bluffing. They can be constructed reasonably quickly and
easily but marking these questions can be time-consuming and grader agreement can be difficult.
Avoid Do use
 Complex, ambiguous wording  Your own words
 Questions that are too broad to allow time for an in-  Words like ‘compare’ or ‘contrast’ at the beginning of
depth response the question
 Clear and unambiguous wording
 A breakdown of marks to make expectations clear
 Time limits for thinking and writing

6. Oral Examinations allow students to respond directly to the instructor’s questions and/or to present
prepared statements. These exams are especially popular in language courses that demand ‘speaking’ but they
can be used to assess understanding in almost any course by following the guidelines for the composition of
short answer questions. Some of the principle advantages to oral exams are that they provide nearly immediate
feedback and so allow the student to learn as they are tested. There are two main drawbacks to oral exams: the
amount of time required and the problem of record-keeping. Oral exams typically take at least ten to fifteen
minutes per student, even for a midterm exam. As a result, they are rarely used for large classes. Furthermore,
unlike written exams, oral exams don’t automatically generate a written record. To ensure that students have
access to written feedback, it is recommended that instructors take notes during oral exams using a rubric and/or
checklist and provide a photocopy of the notes to the students.

Direction: Prepare five Multiple Choice questions using the story below. Write your answers at
The Elephants and the Mice

There was a village that was abandoned by its people after it shattered, post an earthquake.
However, the mice living in the village decided to stay and make it their home. On the
outskirts of this village, there was a lake, where a herd of elephants visited regularly to bathe
and drink water. Since the village was on the way to this lake, the elephants trampled the
mice while walking there. So, the king of mice decided to meet the elephants. He told them, ”
O elephants, as you travel through the village, many mice are trampled. We will be very
grateful if you could
please consider changing your route. We will remember and return the favour when you are in need.” The
elephant king laughed, “We are giant elephants. What favour can you mice return? Nevertheless, we honour
your request and change our route.”
After a few days, the elephants got trapped and entangled in nets that were set up by hunters. They
struggled hard to escape, but in vain. The elephant king remembered the promise made by the king of mice. So,
he sent a fellow elephant who got lucky and was not trapped, to ask the mice king to come and help them. Soon,
all the mice came and started nibbling the nets, and freed the elephants. The king of the elephants couldn’t thank
the mice enough!
LET’S REMEMBER
Direction: Prepare five Short Answer questions using the story below. Write your answers at
Foolish Lion and the Clever Rabbit (Marxist Approach
Once upon a time, there lived a greedy lion who attacked and killed animals, because of
which every animal in the jungle was very afraid of him. One day, they decided that each
animal would go to the lion, per day, as his prey. The lion agreed. When it was the rabbit’s
turn, they decided to send the wise old one. He travelled slowly and reached the lion’s den
before sunset. The lion furiously asked him, “Why are you so late?” The rabbit answered,
”A group of rabbits were coming to you, but on their way, the others were attacked by
another
ferocious lion. I managed to escape and came here.” The rabbit also mentioned that the other lion was
challenging this one.
The lion was extremely angry and asked the rabbit to take him to meet the new lion. The wise rabbit
took the lion to a deep well, and showed him his own reflection. As the lion growled, his reflection did the
same. He considered this reflection to be his enemy. The enraged lion jumped into the well to attack the other
lion, and ended up dying. Thus, the wise old rabbit saved himself, and all the animals in the forest.
Module 8: Assessed Work
Lesson 1: Purpose of Assessed Work Lesson 2: Determining Student’s Final Grade
Lesson 1: Purpose of Assessed Work

LET’S TRY
Direction: Answer each of the following questions in not more than 50 words. Write your answers at
1. How many major examinations do you take each semester? What are they?
2. What is the percentage of the major examination in you EL106 course?
3. Why the major examination is given the highest percentage?
4. Why major examinations are administered?
LET’S LEARN
Direction: Read and understand the information on the Purpose of Assessment presented below.
Assessment serves as an individual evaluation system, and as a way to compare performance across a spectrum
and across populations.
The purpose of assessment is to gather relevant information about student performance or progress, or
to determine student interests to make judgments about their learning process. After receiving this information,
teachers can reflect on each student’s level of achievement, as well as on specific inclinations of the group, to
customize their teaching plans.
Assessment drives instruction. A pre-test or needs assessment informs instructors what students know
and do not know at the outset, setting the direction of a course. If done well, the information garnered will
highlight the gap between existing knowledge and a desired outcome. Accomplished instructors find out what
students already know, and use the prior knowledge as a stepping off place to develop new understanding. The
same is true for data obtained through assessment done during instruction. By checking in with students
throughout instruction, outstanding instructors constantly revise and refine their teaching to meet the diverse
needs of students.
Assessment drives learning. What and how students learn depends to a major extent on how they think
they will be assessed. Assessment practices must send the right signals to students about what to study, how to
study, and the relative time to spend on concepts and skills in a course. Accomplished faculty communicate
clearly what students need to know and be able to do, both through a clearly articulated syllabus, and by
choosing assessments carefully in order to direct student energies. High expectations for learning result in
students who rise to the occasion.
Assessment informs students of their progress. Effective assessment provides students with a sense of
what they know and don’t know about a subject. If done well, the feedback provided to students will indicate to
them how to improve their performance. Assessments must clearly match the content, the nature of thinking, and
the skills taught in a class. Through feedback from instructors, students become aware of their strengths and
challenges with respect to course learning outcomes. Assessment done well should not be a surprise to students.
Assessment informs teaching practice. Reflection on student accomplishments offers instructors insights
on the effectiveness of their teaching strategies. By systematically gathering, analyzing, and interpreting
evidence we can determine how well student learning matches our outcomes / expectations for a lesson, unit or
course. The knowledge from feedback indicates to the instructor how to improve instruction, where to
strengthen teaching, and what areas are well understood and therefore may be cut back in future courses.
Continuous assessment provides day-to-day feedback about the learning and teaching process.
Assessment can reinforce the efficacy of teaching and learning. It also encourages the understanding of teaching
as a formative process that evolves over time with feedback and input from students. This creates good
classroom rapport. Student assessments are necessary because:
Throughout a lesson or unit, the teacher might want to check for understanding by using a formative
assessment. Students who are experiencing difficulties in learning may benefit from the administration of a
diagnostic test, which will be able to detect learning issues such as reading comprehension problems, an
inability to remember written or spoken words, hearing or speech difficulties, and problems with hand–eye
coordination.
Students generally complete a summative assessment after completing the study of a topic. The teacher
can determine their level of achievement and provide them with feedback on their strengths and weaknesses.
For students who didn’t master the topic or skill, teachers can use data from the assessment to create a plan for
remediation.
Teachers may also want to use informal assessment techniques. Using self-assessment, students express
what they think about their learning process and what they should work on. Using peer assessment, students get
information from their classmates about what areas they should revise and what areas they’re good at.
Some standardized assessment procedures are designed to compare the academic achievement of students from
different schools, states, nationwide or worldwide. For example:
The Program for International Student Achievement (PISA) was last administered in 2012. It tests
functional skills in reading, math, and science on a 3-year cycle. American students scored below the
international average on the last test.
Progress in International Reading Literacy Study (PIRLS) focuses on reading comprehension on a 5-
year cycle. It was last administered in 2011.
Before you administer an assessment, be sure you understand what its purpose is. What is it testing? Who is it
testing? What entity will the results be reported to? Understanding the makeup of each assessment you give will
help you better prepare your students to match up to it.
Direction: Write TRUE if the statement is correct if otherwise circle the word or phrase that
makes the statement false. Then write the word or phrase that will make the statement correct.
Write your answer on the space provided before the number. (10 points).
1. Assessment informs students of their progress.
2. Assessment serves as an individual evaluation system, and as a way to compare performance
across a spectrum and across populations.
3. One of the purposes of assessment is to gather relevant information about student performance
or progress, or to determine student interests to make judgments about their learning process.
4. Assessment results may help the teachers can reflect on each student’s level of achievement,
as well as on specific inclinations of the group, to customize their teaching plans.
5. A Post-test or needs assessment informs instructors what students know and do not know at the
outset, setting the direction of a course.
6. Accomplished instructors find out what students already know, and use the future knowledge as a
stepping off place to develop new understanding.
7. By checking in with students throughout instruction, outstanding instructors constantly revise
and refine their teaching to meet the diverse needs of students.
8. The feedback provided to students will indicate to them how poor their performances were.
9. Reflection on student accomplishments offers instructors insights on the effectiveness of
their teaching strategies.
10. Some standardized assessment procedures are designed to compare the academic achievement
of students from different schools, states, nationwide or worldwide.
LET’S REMEMBER
Direction: Essay: Give two Philippine National Examinations given by the Department of
Education. Why these examinations are administered? Answer each of the following questions
in not more than 50 words. Write your answers at the back of this page. (10 points)
Lesson 2: Determining Student’s Final Grade

LET’S TRY
Direction: At the back of this page, discuss how you are graded in EL106. See page 2 of this module.
(10 points)
LET’S LEARN
Direction: Read and understand the short story presented below.
Role of Grading in Assessment
Grades should be a reflection of what a student has learned as defined in the student learning outcomes. They
should be based on direct evidence of student learning as measured on tests, papers, projects, and presentations, etc.

DepEd K to 12 Grading System
The K to 12 Basic Education Program uses a standards- and competency-based grading system. These are found
in the curriculum guides. All grades will be based on the weighted raw score of the learners’ summative
assessments. The minimum grade needed to pass a specific learning area is 60, which is transmuted to 75 in the
report card. The lowest mark that can appear on the report card is 60 for Quarterly Grades and Final Grades.
For these guidelines, the Department will use a floor grade considered as the lowest possible grade that will
appear in a learner’s report card.
Learners from Grades 1 to 12 are graded on Written Work, Performance Tasks, and Quarterly Assessment every
quarter. These three are given specific percentage weights that vary according to the nature of the learning area.
For Grades 1 to 12
In a grading period, there is one Quarterly Assessment but there should be instances for students to produce
Written Work and to demonstrate what they know and can do through Performance Tasks. There is no
required number of Written Work and Performance Tasks, but these must be spread out over the quarter
and used to assess learners’ skills after each unit has been taught.
How to Compute for Final Grades and General Average in DepEd K to 12 Grading System
Step 1: Grades from all student work are added up….This results in the total score for each component,
namely Written Work, Performance Tasks, and Quarterly Assessment. Raw scores from each component
have to be converted to a Percentage Score. This is to ensure that values are parallel to one other.
Step 2: The sum for each component is converted to the Percentage Score…To compute the
Percentage Score (PS), divide the raw score by the highest possible score then multiply the quotient by
100%.
Step 3: Percentage Scores are then converted to

Weighted Scores to show the importance of each
component in promoting learning in the different
subjects…To do this, the Percentage Score is multiplied by
the weight of the component found in Table 4 for Grades 1
to 10 and Table 5 for Senior High School. The product is
known as the Weighted Score (WS).
The grading system for Senior High School (SHS) follows a different set of weights for each component.
Table 5 presents the weights for the core and track subjects.
The grading system for Senior High School (SHS) follows a

different set of weights for each component. Table 5 presents
the weights for the core and track subjects.
Step 4: The sum of the Weighted Scores in each component
is the Initial Grade.
This Initial Grade will be transmuted using the given
transmutation table to get the Quarterly Grade (QG).
Step 5: The Quarterly Grade for each learning area is written in the report card of the student.
For a better understanding of how to record the summative assessments, Table 6 presents a sample class
record showing three learners for the first quarter of Grade 4 English. On the basis of this class record,
Table 7 presents a step-by-step process on how to compute for the Quarterly Grade.

Table 6. Sample Class Record for English Grade 4 (First Quarter)
Steps for Computing Grades

1. Get the total score for each component.
2. Divide the total raw score by the highest possible score then multiply the quotient by 100%.
3. Convert Percentage Scores to Weighted Scores. Multiply the Percentage Score by the weight of the
component indicated in Table 4 and Table 5.
4. Add the Weighted Scores of each component. The result will be the Initial Grade.
5. Transmute the Initial Grade using the Transmutation Table.
How are grades computed at the end of the school year?

For Grades 1-10: The average of the Quarterly Grades (QG) produces the Final Grade.
The General Average is computed by dividing the sum of all final grades by the total number of learning areas.
Each learning area has equal weight.
The Final Grade in each learning area and the General Average are reported as whole numbers. Table 8 shows
an example of the Final Grades of the different learning areas and General Average of a Grade 4 student.

For Grades 11 and 12
The two quarters determine the Final Grade in a

semester. Table 9 shows an example in Grade 11,
second semester for the Accounting, Business,
and Management (ABM) strand.

Direction : Compute the grade of Jambo Mini. Please refer to the discussion above. Please use
the Transmutation Table that I gave you last year. Write you computations at the back of this
page. (10 points)
First Grading: 1.Written Works = 67/70 Third Grading: 1.Written Works = 83/90
2. Performance Tasks = 97/100 2. Performance Tasks = 98/100
3. Quarterly Assessment = 71/75 3. Quarterly Assessment =
90/90 Second Grading: 1.Written Works = 75/75 Fourth Grading: 1.Written Works = 100/100
2. Performance Tasks = 94/100 2. Performance Tasks =98/100
3. Quarterly Assessment = 89/90 3. Quarterly Assessment = 92/100
LET’S REMEMBER
Direction: Compute for the Final Grade of Jambo Mini. Please refer to the data above. Show your
computations at the back of this page. (10 points)
Module 9: Constructing A Subject Outline and Assessment Program

Lesson 1: The Subject Outline Lesson 2: Narration and Skit Scoring Guides (Rubric)
Lesson 1: The Subject Outline
LET’S TRY
Direction: At the back of this page, write an outline of what you did yesterday. (10 points)
LET’S LEARN
Direction: Read and understand the Subject Outline presented below.
I. What Is A Subject Outline? A subject outline is a document that highlights all the important information of a
subject, such as the details of your lecturer and coordinators, their contact details and consultation times,
learning outcomes, weekly readings and activities, assessment tasks and criteria and referencing style. Think
of it as a contract for what you can expect from the subject, and for what your subject coordinator expects of you.
II. Why are subject outlines useful? Reading through your subject outline can assist you with staying organised
and on top of your workload. Once you have read through your subject outline, you will have an idea of how
much time to assign to each assessment task, the minimum requirements to pass the subject, and what to
expect each week. Comprehending the subject outlines for all your subjects will ensure you have a good idea
of how to manage your time for the semester.
III.What Is In Your Subject Outline? Each faculty or schools’ subject outline would look slightly different
but they all contain information listed below.
A. Teaching Staff Details. This section will outline who your teaching staff are, and how to contact them.
It typically includes:
1. details of your lecturers and/or coordinators
2. how to contact them (via email or telephone); and
3. your subject coordinator’s consultation times and location.
IV. Subject resources and material. This section outlines the materials and resources that are important for
you to successfully complete the subject. It typically lists:
A. the required readings for the subject; and
B. any recommended readings and/or other materials.
V. Subject assessment tasks. This section highlights the types and amount of assessment tasks that students are
required to complete for the subject, as well as the necessary information for each tasks. For each
assessment task, it typically lists:
A. the due date
B. the required format, including how many words are required and how it is presented
C. the weight as a percentage of your total mark for the subject (i.e., 10%, 50%)
D. how to submit the task, including whether you have to submit a hard copy or online; and
E. the marking criteria.
VI. Weekly outline. This section will lay out the topics of the subject, week by week. For each week,
it typically lists:
A. the lecture topic and a short description
B. the tutorial/seminar/practice topic and a short description, as well as any tasks that will have to
be completed; and
C. any assessment tasks that are due.
VII. Subject policies. Your subject outline contains several specific subject and/or University policies,
for example the:
A. University’s Academic Integrity Policy
B. submission, receipt, and collection of assessment tasks, and the repercussions of submitting assessments late
C. supplementary examinations
D. minimum performance requirements (i.e., attendance, final exam performance, etc.); and
E. required referencing style for the subject.
Direction: Write TRUE if the statement is correct otherwise circle the word or phrase that makes
the statement false then write the word or phrase that will make it correct. Write your answer on the
space before the number. (10 points).
1. Teaching Staff Details includes the details of the lecturers and coordinators.
2. Subject Outline includes the lecture topic and any assessment tasks that are due.
3. Weekly Outline tells you what you can expect from the subject, and for what your
subject coordinator expects of you.
4. Reading through your subject outline can assist you with staying organized and on
top of your workload.
5. Subject Outline will give you an idea of how much time to assign to each assessment
task, the minimum requirements to pass the subject, and what to expect each week.
6. Comprehending the subject outlines for all your subjects will ensure you that you will
have a good idea on how to manage your time for the semester.
7. Subject assessment and material outlines the materials and resources that are
important for you to successfully complete the subject.
8. Subject Resources Tasks includes the due date, the required format, including how
many words are required and how it is presented.
9. Subject Outline includes submission, receipt, and collection of assessment tasks, and
the repercussions of submitting assessments late.
10. A Subject Policies is a document that highlights all the important information of a
subject, such as the details of your lecturer and coordinators, weekly readings and
activities, assessment tasks and criteria and referencing style.
LET’S REMEMBER
Direction: Prepare a Subject Outline of the Eight Parts of Speech together with the kinds of
each part. Write your answer at the back of this page. (10 points)

Lesson 2: Narration and Skit Scoring Guides (Rubric)
LET’S TRY
Direction: Discuss how you would grade your classmate’s performance in an Oratorical
Contest. Write your answer at the back of this page. (10 points)
LET’S LEARN
Direction: Read and understand the Narrative Scoring Scheme presented below.
The Narrative Scoring Scheme (NSS) is an assessment tool that provides an index of the student’s
ability to produce a coherent narrative. It was developed to create a more objective narrative
structure
scoring system and is based on an earlier version, Rubric for Completing a Story Grammar Analysis, developed
by the Madison Metropolitan School District SALT working group, 1998, following the work of Stein and
Glenn, 1979; 1982. This scoring procedure combines many of the abstract categories of Story Grammar, adding
features of cohesion, connecting events, rationale for characters’ behavior and referencing. Each of the scoring
categories has explicit examples to establish scoring criteria, reducing the abstractness of the story grammar
categories.
Scoring Guidelines:
Assigning NSS Scores:
The NSS is scored using a 0 - 5 point scale for each of the following seven categories:
1. Introduction 3. Mental States 5. Conflict/Resolution 7. Conclusion
2. Character Development 4. Referencing 6. Cohesion
5 points are given for “proficient” use, 3 points for “emerging” or “inconsistent” use and 1 point for
“immature” or “minimal” use. Scores of 2 and 4 are used for intermediate performance. Scores of zero
(0) are given for poor performance and for a variety of child errors including telling the wrong story,
conversing with the examiner, not completing/refusing the task, abandoned utterances,
unintelligibility, and when target components of the NSS are imitated. The scores for each characteristic can
be considered individually or combined into a total composite score (highest possible score being 35).
Rubrics & Scoring Criteria
The word “rubric” derives from the Latin word for “red.” It was once used to signify the highlights of a legal
decision as well as the directions for conducting religious services, found in the margins of liturgical books. A
rubric is a set of scoring guidelines for evaluating student work. Rubrics answer the following questions
questions:
1. By what criteria should performance be judged?

2. Where should we look and what should we look for to judge performance success?
3. What does the range in the quality of performance look like?
4. How do we determine validly, reliably, and fairly what score should be given and what that score means?
5. How should the different levels of quality be described and distinguished from one another?
Characteristics of the best rubrics
1. Are sufficiently generic to relate to general goals beyond an individual performance task but specific
enough to enable useful and sound inferences on the task.
2. Discriminate among performances validly, not arbitrarily - by the central features of performance, not by
the easiest to see, count, or score.
3. Do not combine independent criteria in one rubric.
4. Are based on analysis of many work samples, and based on the widest possible range of work samples
- including valid exemplars.

5. Rely on descriptive language - what quality, or its absence, looks like - as opposed to relying heavily on
mere comparatives or value language (e.g. “not as thorough as,” or “excellent product”) to make the
discrimination.
6. Provide useful and apt discrimination to enable sufficiently fine judgments – but not using so many points
on the scale as to threaten reliability (typically involving, therefore, 6-12 points on a scale).
7. Use descriptors that are sufficiently rich to enable student performers to verify their score, accurately
self- assess, and self-correct.
8. Highlight the judging of the “impact” of performance - the effect, given the purpose - as opposed to over-
rewarding merely the processes, the formats, or the content used; and/or the good-faith effort made.
Skit Performance Rubric (Skit Scoring Guide) (“The Arts” Assessment Rubric Ms. Juretic Pries )
Category 4 3 2 1
Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or
distinctly all (100- distinctly all (100- distinctly most (94-85%) cannot be understood
95%) the time, 95%) the time, the time, mispronounces OR mispronounces
mispronounces no mispronounces one no more than one word. more than one word.
words. word.
Volume Volume is loud Volume is loud Volume is loud enough Volume often too soft
enough to be heard enough to be heard to be heard by all to be heard by all
by all audience by all audience audience members at audience members.
members throughout members at least least 80% of the time.
the presentation. 90% of the time.
Stays on Topic Stays on topic all of Stays on topic most Stays on topic some of It was hard to tell what
the time. (99-90%) of the the time (89-75%). the topic was.
time.
Content Shows a full Shows a good Shows a good Does not seem to
understanding of the understanding of the understanding of parts of understand the topic
topic. topic. the topic. very well.
Preparedness Student is Student seems pretty The student is somewhat Student does not seem
completely prepared prepared but might prepared, but it is clear at all prepared to
and has obviously have needed more that rehearsal was present.
rehearsed. rehearsal. lacking.
Props Student uses several Student uses 1 prop Student uses 1 prop that The student uses no
props (this could that shows makes the presentation props OR the props
include a costume) considerable better. chosen detract from the
that show work/creativity and presentation.
considerable which makes the
work/creativity and presentation better.
which make the
presentation better.
Use of Class Used time well Used time well Used some of the time Did not use class time
Time during each class during each class well during each class to focus on the project
period. Focused on period. Usually period. There was some OR often distracted
getting the project focused on getting focus on getting the others.
done and never the project done and project done but
distracted others. never distracted occasionally distracted
others. others

Direction: At the back of this page, prepare a Rubric for a Declamation Contest. Use a scale
of 1 to 4 with 4 categories only. (10 points)
LET’S REMEMBER
1. Do teachers really need to prepare rubrics every time they have to grade their students’ performances?
Depend your answer.
2. Should teachers present the rubrics to their students before their performance and examination? Depend
your answer.
FINAL EXAMINATION
Instructor:_ Date:
I. Identify who or what is referred to by the statements below. Write your answers on the space
provided before the number. (20)
1. Set of scoring guidelines for evaluating student work.
2. Typically takes at least ten to fifteen minutes per student to administer.
3. Was developed to create a more objective narrative structure scoring system.
4. Often undertaken at the beginning of a unit of study to assess the skills and abilities
of a student .
5. Assists teachers to make judgements about their students’ achievement at certain
relevant semester, unit, or year.
6. Composed of a brief prompt that demands a written answer that varies in length from
one or two words to a few sentences
7. Helps the teachers to identify the students’ current knowledge of a subject, their skill
sets and capabilities, and to clarify misconceptions before teaching takes place .
8. Used to monitor students’ on-going progress and to provide immediate and
meaningful feedback.
9. Takes place after the learning has been completed and provides information and
feedback that sums up the teaching and this stage.
10. Given to students at the end of a set point during or at the end of the semester to
assess what has been learned and how well it was learned.
11. Outcome of summative assessment and they indicate whether the student has
progress to the next part of the class.
12. Involves systematically observing and monitoring students during in class learning
and teaching experiences.
13. Serves as an individual evaluation system, and as a way to compare performance
across a spectrum and across populations.
14. Involves the use of specific assessment strategies to determine the degree to which
students have achieved the learning outcomes
15. Document that highlights all the important information of a subject, such as the
details of your lecturer and coordinators, their contact details and consultation

times etc.
16. Used at university to test how well you have understood key concepts, themes and
topics covered in your course.
17. Assessment tool that provides an index of the student’s ability to produce
a coherent narrative.
18. Provides a complex prompt that requires written responses, which can vary in
length from a couple of paragraphs to many pages.
19. Provides students with an opportunity to explain their understanding and
demonstrate creativity, but make it hard for students to arrive at an
acceptable answer by bluffing.
20. Based on direct evidence of student learning as measured on tests, papers,
projects, and presentations.
II. Write TRUE if the statement is correct otherwise circle the word or phrase that makes the statement false
then write the word or phrase that will make it correct. Write your answer on the space before the
number. (15 points)
21. Oral exams typically take at least ten to fifteen minutes per student.
22. Several incorrect choices in a Multiple Choice type of examination are called distractors.
23. Every teacher should avoid long complex sentences and trivial statements in preparing
Multiple Choice Type of examination.
24. True/False questions are most often used to assess familiarity with course content and to
check for popular misconceptions.
25. Matching Type questions provide students with a 50% chance of guessing the right answer.
26. Essay questions are typically composed of a brief prompt that demands a written answer that
varies in length from one or two words to a few sentences.
27. Short Answer questions are most often used to test basic knowledge of key facts and terms.
28. Essays are a favored approach to test higher levels of cognition including analysis,
synthesis and evaluation.
29. Short answer questions provide more structure than essay questions and thus are often easy
and faster to mark and often test a broader range of the course content than full essay questions.
30. In Matching Type of examination, students select the correct answer by circling the
associated number or letter.
31. Summative assessment is more product-oriented and assesses the final product, whereas
formative assessment focuses on the process toward completing the product.
32. Multiple Choice questions are composed of one question with multiple possible answers
including the correct answer and several incorrect answers.
33. If Post-test is administered well, the information garnered will highlight the gap between
existing knowledge and a desired outcome.
34. Reflection on student accomplishments offers instructors insights on the effectiveness of
their teaching strategies.
35. Using self-assessment, students express what they think about their learning
process and what they should work on.
III.At the back of this page, prepare a Rubric for Drama Presentation. Use a scale of 1 to 4 with 4 categories
only. (20 points)
IV. ENUMERATION: Give what is asked. Write your answers at the back of this page. (15 points)
A. Four Types of Diagnostic Assessments
B. Five Types of Formative Assessment
C. Six Types of Summative Assessment
REFERENCES:
Agno, Lydia N. Principles of Teaching 1: A Modular Approach, C.E. Publishing Inc. , South Triangle, Quezon City, 2009.
Corpuz, Brenda B and Salandanan, Gloria G. Principles of Teaching 1, Lorimar Publishing Inc. Cubao, Quezon City,
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https://www.google.com/search?q=images+of+montage https://www.wsfcs.k12.nc.us
http://www.enchantedlearning.com/graphicorganizers/ https://lo.unisa.edu.au/pluginfile.php
http://mysite.du.edu/~lmehran/download/montage.pdf https://www.edglossary.org/assessment/
http://www.merriam-webster.com/dictionary/biography https://literariness.org/2016/03/22/deconstruction
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sciencehttphttps://www.teachingenglish.org.uk/article/graphic-organisers https://www.britannica.com/art/Formalism-literary-criticism
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https://dictionary.cambridge.org/dictionary/english/language https:///www.google.com/search?q=requisites+in+teaching+literature
http://leannesmc.blogspot.com/2013/05/top-elements-of-film-trailer.html www.google.com/search?q=speech+bubbles+and+their+meaning
https://parenting.firstcry.com/articles/top-10-short-stories-of-panchatantra http://www.nzdl.org/gsdlmod
https://medium.com/synapse/student-centered-vs-teacher-centered-learning https://www.theedadvocate.org/real-purpose-assessments-education
https://www.basic-concept.com/c/definition-of-formalism-including-properties https://cdip.merlot.org/facultyteaching/purposeofassessment.html
https://www.theedadvocate.org/real-purpose-assessments-education
https://www.uow.edu.au/student/learning-co-op/assessments/subject-outline/
https://www.google.com/search?q=CHED+requirement+to+become+a+teacher
http://www.betterlanguageteaching.com/esl-articles/57-teacher-student-talk-time
https://www.animaker.com/blog/speech-bubbles-meaning-in-animated-videos/
https://www.fastcompany.com/1815812/psychology-behind-movie-poster-designs
http://fittingimage.ie/importance-audio-visual-technology-education-underestimated/
https://www.cliffsnotes.com/cliffsnotes/subjects/literature/what-is-new-historicism
https://www.oxford-royale.com/articles/techniques-creative-writing-improve-essays/
https://www.basic-concept.com/c/definition-of-formalism-including-properties
https://www.cliffsnotes.com/cliffsnotes/subjects/literature/what-is-new-historicism
https://newsinfo.inquirer.net/360281/college-profs-must-have-masters-degrees-sc-rules
https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_theory_
https://sydney.edu.au/education_social_work/groupwork/docs/TypesOfAssessment.pdf
https://www.biblegateway.com/passage/?search=Matthew%2025%3A14-30&version=ESV
https://www.jcu.edu.au/learning-and-teaching/resources/subject-outline-guide-and-template
https://www.linkedin.com/pulse/9-characteristics-highly-effective-public-speakers-peter-khoury
http://www.britishcouncil.org/voices-magazine/english-teachers-are-you-talking-too-much-class
https://www.niu.edu/facdev/_pdf/guide/assessment/formative%20and_summative_assessment.pdf
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Prepared by: Checked by and Approved by:
ESPERANZA ADUNA-BERESFORD, MAED. AIDA S. RAMOS, PhD.

Instructor Dean/VP for Academics and Research


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Baliwag Polytechnic College

Dalubhasaan Kong Mahal

EL106: Teaching and Assessment of Literature

EL106: Teaching and Assessment of Literature

EL106: Teaching and Assessment of Literature

EL106: Teaching and Assessment of Literature

EL106: Teaching and Assessment of Literature

EL106: Teaching and Assessment of Literature

B. Teacher Talk VS Student Talk

Positive uses of Teacher Talk Time

EL106: Teaching and Assessment of Literature

EL106: Teaching and Assessment of Literature

Montage of Iconic London Sights

How to Choose a Graphic Organizer for Your Topic/Task

EL106: Teaching and Assessment of Literature

EL106: Teaching and Assessment of Literature

Though Bubbles…They are commonly used when someone is thinking or to

A Movie Trailer (also known as a Preview or Coming Attraction) is a

EL106: Teaching and Assessment of Literature

BALIWAG POLYTECHNIC COLLEGE

EL106: Teaching and Assessment of Literature

EL106: Teaching and Assessment of Literature

EL106: Teaching and Assessment of Literature

LET’S SEE WHAT YOU HAVE LEARNED

Lesson 2: Home Reading with Worksheets and Lecture Methods

Lesson 3: Discussion Methods, Public Speaking Methods, and Audio-Visual Methods

1. Probe 4. Method 7. Oration 9. Prompt

EL106: Teaching and Assessment of Literature

Uses of Audio-Visual Methods in Teaching

LET’S SEE WHAT YOU HAVE LEARNED

EL106: Teaching and Assessment of Literature

Module 4: Teaching Methods and Techniques

1. incite 4. device 7. creature 9. memoir

EL106: Teaching and Assessment of Literature

LET’S SEE WHAT YOU HAVE LEARNED

BALIWAG POLYTECHNIC COLLEGE

Module 5: Literary Text

EL106: Teaching and Assessment of Literature

1. Method 4. Critic 7. Context 9. Tainted

EL106: Teaching and Assessment of Literature

EL106: Teaching and Assessment of Literature

5.2. Id, Ego, and Superego

EL106: Teaching and Assessment of Literature

Module 6: Writing Lesson Plan

BALIWAG POLYTECHNIC COLLEGE

EL106: Teaching and Assessment of Literature

EL106: Teaching and Assessment of Literature

B. The Foolish Lion and the Clever Rabbit (Marxist Approach

Module 7: Types of Assessment

EL106: Teaching and Assessment of Literature

EL106: Teaching and Assessment of Literature

EL106: Teaching and Assessment of Literature

EL106: Teaching and Assessment of Literature

Type of Avoid Do use

EL106: Teaching and Assessment of Literature

LET’S SEE WHAT YOU HAVE LEARNED

The Elephants and the Mice

EL106: Teaching and Assessment of Literature

Lesson 2: Determining Student’s Final Grade

EL106: Teaching and Assessment of Literature

Step 3: Percentage Scores are then converted to

The grading system for Senior High School (SHS) follows a