CHAPTER3 Teaching and Assessing Poetry 5 Poetry, like music, is the language of the soul. Compared to prose, it is considered a more complex literary form by many, especially for students who are earning it as part of their English subject. The challenge posed to every teacher is to motivate students to love poetry as a literary form that excites their senses. In this Chapter, pre-service teachers will lear the following essentials in the teaching of poetry: Comprehending Poetry (Lesson 1), Strategies in Teaching/ Assessing Poetry (Lesson 2), Designing a Learning Plan (Lesson 3), and Interactive Poetry Teaching (Lesson 4), At the end of this Chapter, you must be able to: create authentic instructional material; . design teaching and assessment strategies; . make a learning plan; and present a demo in teaching poetry. Chapter 3 Teaching and Assessing Poctty | aS 85 emc “ompetency 1 Comprehening Posty ope I pee cid. i —_ sound difficult jy | Understanding a literary piece like that of poetty Lak oon the peculiar, | Students, To ease that difficulty, the teacher must engage sve allow the students 4, Of poetry through competency-based leaming materials that alt Fee CD embrace the different genres with the poetic devices that come | The adage that says, “You cannot teach what yOu 09ers importan, | fh Sense. While one’s knowledge of the subject matter is coneet te | how to make leaming possible with the aid of the right materi | indispensable in the delivery of instruction. | classifications, and poetic devices. : jew of poetry, its sub. | In this lesson, the pre-service teachers will get a review of poetry, | a ws 1: = Let's organize DIRECTIONS: Below is a graphic organizer that allows you to group the poems in the list belonging to the same genre, Sonnet elegy idyll tragedy monologue | Ballad psalm haiku allegory soliloquy Ode epic comedy burlesque epitaph. Limerick blank verse epitaph free verse’ tanka A B c SAL Te Teaching and Assessment of Literature Studies‘Competency 1 Comprehending Poety ®) ENC Y d Directi 1 mask 23 Let's play ions: Answer the following poetic riddles: Tam small as an ant and big as a whale, can soar through the air like a bird with a tail. Tcan be seen by day and not by night, T-can be seen with a big flash of light. 1 follow whoever controls me by the sun, but I fade away when dark fell like a ton. What am I? ‘What does man love more than life, fear more that death or mortal strife, what the poor have the rich require, and all contented men desire. What misers spend and spendthrifts save and all men carry to the grave? What is it? In marble walls as white as milk, Lined with skin as soft as silk, In a fountain crystal clear, A golden treasure does appear. There are no doors to this stronghold, Yet thieves break in and steal the gold. ‘What is it? Thave four wings but cannot fly, I never laugh and never cry; On the same spot, I am found, toiling away with little sound. What am 1? What is wider than life itself Longer than forever So simple it’s complicated It travels but never leaves the spot It puts others in danger, but no one gets hurt ‘And reaches to worlds unknown? What is it? Chapter 3 - Teaching and Assessing Poetry aAe y backgroung Before you are expected to teach, you must have @ aoe the preceding the subject matter. Being able to classify the poetic forms check your in-depg Page and answering the riddles are just preliminaries '© knowledge of literature, vig as old a8 history, Poetry is considered the oldest form of literature. Itis 45 © tory has three main genres: narrative, Iyric and dramatic.” Gees ie Narrative poems are those that tell a story; they have the Story Clements such as characters, setting, plot, and theme, They include the following. to mal * allegory is a narrative poem that uses an extended metaphor ike a point ballad is narrative poetry that ean be sung 5 * burlesque is a mock-epic poem presented in a melodramatic way * epic is a long narrative poem that tells a story of a legendary hero Lyric poems are those that can be sung; they use song-like pee Words to describe a moment, an object, a feeling, or a person. They include: * riddle is a short mystifying lyric poem that poses a question * elegy is a mournful poem as it honors the dead * haiku is a seventeen-syllable poem that uses natural imagery 10 express {an emotion * sonnet is a fourteen-line poem in iambic pentameter with a specific. rhyme scheme, abab-cded-efef-ge for the Shakespearean sonnet and ‘abba-abba-cdeded for Petrarchan sonnet Dramatic poems are those that express d characters’ point of view. They are written from the perspective of a character in the story. * monologue is a speech given by one character to another, or by one character to the audience (also known as dramatic verse when not in poetic form) * Soliloquy is a speech given by one character to himself or herself: a dramatic representation of inner monologue > mask 3; Let's fill-out DIRECTIONS: Read the poem, Ballad of A Mother’s Heart. As a narrative poem, it tells a story. Complete with the elements of a narrative, the graphic organizer below. Ballad of A Mother’s Heart by Jose La Villa Tierra ‘The night was dark, forthe moon was young Without another word, ‘And the stars were asleep and rare; Youth left and went to his mother deat The clouds were thick, yet Youth went out And opened her breast and took her heat. To see his Maiden fair He did not shed a tear! PSSVAA, The Teaching and Assessment of Literature Studies‘Competency 1 Comprehending Poetry ‘Then back to his Maiden fair he ran, ‘Unmindful of the rain; But his feet slipped, and he fell down ‘And loud he groaned with plan! «pear One,” he pleaded as he knelt pefire her feet, in tears, «My love is true; why have you kept ‘Me waiting all these years?" Still, in his hand, he held the prize That would win his Maiden’s hand; ‘And he thought of his mother dear So kind, so sweet, so fond. Maiden looked at him unmoved, qr seemed, and whispered low; persistent Youth, you have to prove py deeds, your love is true ‘And then he heard a voice, ‘Not from his lips but all apart: “Get up,” it said; “Were you hurt, Child?” ‘And loud he groaned with plant “«ghere’s not a thing I would not do For you, Beloved,” said he, ‘Then go, “said she, “to your mother, dear “And bring her heart to me.” iy BALLAD OF A MOTHER'S HEART = iio ee ae phate te aoe Literary devices in poetry kno wn to be the poetic devices through the language used establish musicality through its rhyme scheme, titillate readers through its aesthetic language that enhances its meaning, and create a dramatic effect by intensifying the poem’s mood. Thus, the three types of poetic devices are ‘enumerated here as follows: 1. Devices that create rhythm Rhythms in English poetry refer to the stressed (/) and unstressed (x) syllables. Foot refers to the unit ofeach patter. Chapter 3 Teaching and Assessing Poctry aSs8¥m illite Exposition Fling ActonCompetency 1 Comprebe 2 Poety sisting of tw. © Jamb (« /) is the most commonly used rhythm consisting 0! fo unstressed and stressed syllables. inds (Shakespear, Son ia Gio ‘abe wet ie thdmnrriage at ue smlass. Shar ee 116) stressed ar + Trochee (/x) is opposite to iam; it has two sabes ind unstressed Children’s, Ex. Between the dark and the daylight, Lanaion, The CHM Hour) © Spondee (/) has two syllables that are consecutively stressed. Ex. It was many and many a year ago (Poe, Anabel L2®) + Dacty! (/x x) is made up of three syllables. The fist 5 stressed, and the remaining two syllables are unstressed: Ex. Half-a league, half a league (Tennyson, the Ch Brigade) 1. It consists of three + Anapest (% x /) is the opposite of dacty! syllables: the first two syllables are unstressed, ‘and the last syllable is stressed, Ex. Like the leaves, of the forest when Destruction of Sennacherib) arge of the Light ‘Summer is green (Byron, the Devices that enhance meaning The figures of speech are poetic devices that poem. Some of them are listed below: + Simile directly compares two unlike things or objects using “as or like.” Ex. A poem as lovely as a tree (J. Kilmer) Each like a compse within its grave, until (P3B. Shelley) ‘Metaphor, unlike a simile, makes an indirect comparison between ‘two unlike Ex, Itis the star to every wandering bark. (W. Shakespeare) ‘The mors are meeker than they were. (B. Dickenson) Personification gives human attributes to inanimate objects. enhance the meaning of a Ex. The maple wears a gayer scarf. (E. Dickenson) The waves beside them danced, but they (W. Wordsworth) Hyperbole is noted for the use of exaggerations, making the impossible seems possible. Ex, They stretched in never-ending lines (W. Wordsworth) ‘And the rocks melt wi’ the sun; (R. Burns) Hyperbaton defies conventions in writing just to suit the intended poetic, rhythmic pattern. SA ‘The Teaching and Assessment of Literature StudiesCompetency 1 Comprehending Poetry Ex. Tea thowsand saw Tat aiglance... (W. Wordsworth) is not love which alters when it alteration finds... (W. Shakespeare) its Devices that intensify the mood Figures of _ aoe cha are the poetic devices used to build up the dynamic ts Poetic piece. They are listed as follows: /nomatopoeia is the figure of sound that uses words that mimic the Sound they represent re How they clang, and clash, and roar! (E.A.Poe) ittle hands clapping and little tongues chattering, (R. Browning) + Allliteration is a sound device that involves the repetition of the first consonant sound in multiple words within a line of the’ poem. Ex. While I nodded, nearly napping, suddenly there came a tapping (E. A Poe) O my Love is like a red, red rose (R. Bus) + Assonance is noted for the repetition of the same vowel sounds in the line of 4 poem. : Ex. Who knows why the cold wind blows (K. Roper) ‘The crumbling thunder of seas (R. L, Stevenson) + Consonance, unlike alliteration, repeats the middle and final consonants within groups of words within the line of a poem. Ex. He gives his hamess bells a shake (R. Frost) Ifyou are a dreamer, a wisher, a liar, (S. Silverstein) > mask 4 Let's analyze DIRECTIONS: Dissect Sonnet 1] the chart that follows. Sonnet 116: Let me not to the marriage of true minds By WILLIAM SHAKESPEARE 6 according to the poetic devices used. Complete Let me not to the marriage of true minds ‘Admit impediments. Love is not love ‘Which alters when it alteration finds, Or bends with the remover to remove. © nolit is an ever-fixed mark ‘That Jooks on tempests and is never shaken; It is the star to every wandering bark, Chapter3~ Teaching and Assessing Poetry 5s %Competency 1 Comprehending Poety SERIO Gemeente, Ae et Whose worth’s unknown, although his height be taken. Love’s not Time’s fool, though rosy lips and Within his bending sickle’s compass come; Love alters not with his brief hours and weeks, But bears it out even to the edge of doom. If this be error and upon me proved, I never writ, nor no man ever loved. /ttps:/Ipoets.org.poem/let-me-not-marriage-true-minds-sonnet-116 task 5: EL Let's write DIRECTIONS: Using at least 4-5 poetic devices, compose your sonnet reflective of the COVID-19 pandemic. My Sonnet SAAy Me Teaching and Assessment of Literature StudiesCompetency 1 Comprehending POetTy Rubrics: INDICATORS | EXCELLENT GooD FAIR 6) @) @) Language Used | Figurative language | Figurative Figurative language is dominantly used. | language is is rarely used. moderately used. Form/ Structure | Conventions are | Conventions Conventions are strictly followed. | are moderately | furly followed. followed Theme The required theme | The required theme | The required theme is well-reflected. | is moderately is fairly reflected. reflected. mask 63 Let's compose DIRECTIONS: Read two (2) of Matsuo Basho’s most popular haiku and compose your own following the steps that follow: . Follow the 5-7-5 syllable styl 2, Determine your subject matter. Keep in min ‘vith natural elements of everyday lie. that symbolize a season in short phrases. Set the le separating your poem into three lines. .d that haiku themes dwell 3, Bvoke strong images cd with very few words. ‘moo 4, Create a break in the meter using @ cutting word or a “kireji”. Use * punctuation in conjunction ‘with a Kireji to control the rhythm of the poem. ‘An old pond! A caterpillar, ‘A frog jumps in — this deep in fall — still not a butterfly. sound of water. Chapter 3 - Teaching and Assessing Poetry BAMy Haiku bE ee ee St Ri ET ef So ee Rubric 1 INDICATORS | EXCELLENT (5) | ___ GOOD @) an 2 : e Tt powerfully It moderately is Imagery ; ‘i ‘images. evokes images. _| evokes images. Tis It strictly follows | It does not Ir somewhat follows Form/ Structure | the conventions, | strictly follow the _| the conver conventions It strictly observes | It does not strictly | It seme " Theme the natural observe the natural | observes the natura elements. elements. elements. Task 73 Let’s create Given the poem, Mi Ultimo Adios by Dr. Jose Rizal, what authentic instructional ‘material (IM) will you consider to help you in the teaching of this poem? Paste a picture of your IM below. aa The Teaching and Assessment of Literature StudiesAssessing Poetry COMPETENCY Strategies in Teaching and Assessing Poetry. Teaching entails the pass; fulfilled in this ‘chong Passion and creativity of anyone who wants to become eld. To bring life into the classroom, teachers’ strategies ae Ont "a make learning possible even in this time of the pandemic. io whieve.d signee aad defines strategies as a plan of action designed felivered to allow starey ers teaching, strategies refer to how instruction is ing activities sten,{© eam the content. These may also refer to the different engaging Activities afforded by the teacher tailored to students’ levels, competencies, ard Isming Ses While you can find these teaching strategies in books and the internet, several others are considered personal to the teacher Pre-service teachers will leam strategies that are helpful oetry. In this lesson, the in teaching and assessing py task 1: Let's Watch Directions: Watch the clip on Pirates of the Carribean Dean Men Tell no Tales, hutps: e/AVUeWvOCHM, and capture your emotions from the scene using the bubble map below. Pe td Chapter 3 Teaching and Assessing Poetry aS 95Let's read DIRECTIONS: Read the poem that follows and unleash its meaning through your transaction with the persona, Because I could not stop for Death BY EMILY DICKINSON Because I could not stop for Death ~ He kindly stopped for me- ‘The Carriage held but just Ourselves And Immortality. ‘We slowly drove ~ He knew no haste ‘And Thad put away My labor and my leisure too, For His Civility — ‘We passed the School, where Children strove At Recess — in the Ring — ‘We passed the Fields of Gazong Grain — We passed the Setting Sun ~ PSA Me Teaching and Assessment of Literature Studies Or rather — He passed Us ~ ‘The Dews drew quivering and Chill For only Gossamer, my Gown- My Tippet ~ only Tulle — ‘We paused before a House that seemed A Swelling of the Ground ‘The Roof was scarcely visible— ‘The Comice — in the Ground — Since then — ‘tis Centuries — and yet Feels shorter than the Day i | frst surmised the Horses? Heads~ Were toward EternityCompetency 2 Selecting Strategies in Teaching and Assessing Poetry > 3: Let’s figure out DIRECTIONS: In the poetic web below, map out the elements as identified. pth > mask 4: Let's record DIRECTIONS: Record your spoken poetry of Dickenson’s Because I cannot Stop for Death. Have your MP4 link on the space provided. a According to Harper (1988), students will understand and appreciate literature when the strategies used to teach literary texts are within their level. The primary goal is to make students enjoy as they lear literature as a vital and relevant aspect of human existence. In the humanistic approach, literature is taught not in the traditional way where, students read a text. It posits the idea that interpretation of literary texts must be a dialectic process where readers appropriate their understanding beyond the author’s purpose (Ricoeur 1976). In this case, literature and its genres undergo three- sequenced phases with suggested activities (Harper 1988) as follows: The preparatory phase consists of pre-literary activities that allow students ‘use their linguistic abilities for a meaningful literary experience. Some of these tttivities to be used include identifying parallel themes with non-literary texts such ‘Chapter 3 - Teaching and Assessing Poetry BAhh word associations, 0 throne cabulary building, and predicting topic ‘he poem (Steiner cenari techniques: identification: from the lines © as film, painting; describing a character or as establishing comprehension through resume rereading questions, guided role- play, quote or theme from the title, and inferring meaning. 1971, Kramsch 1985) The interpretative phase allows students oppo! his dialogic process, tunities t0 XPress, ‘uenced, personalized negotiate and refine their interpretations of the text. In dl ing a text, oral the activities include dialogue technique (Mead 1980), seq! it question strategies Birckbichler (1980) and Muyskens (1983), 7207" : presentations like choral reading, reading aloud, spoken poet": ee The synthesis phase as the final stage enables students t0 Vie¥ Seta unique whole so that activities such as commenting on the poet's WO" aaron reader's respons, differentiated outputs like photo collage, painting, and oUDe® Will enable them to express how a specific work affects them and foster their ereaivity ADD > ask 5: Let's paint DIRECTIONS: Read the poem below and extract the vividly painted images to complete the chart below. The Dead Crow ‘Abdul Samad Muhammad Said stu He saw a dead crow ina drain near the post office. He saw an old man gasping for air and a baby barely able to breathe in a crowded morning clinic. This land is so rich. Why should we suffer like this? I want clean air for my grandchildren. I want the damned fools to leave the forest alone, I want the trees to grow, the rivers run free, and the earth covered with grass Let the politicians plan how we may live with dignity, now and always. SAB ‘The Teaching and Assessment of Literature Studies> ask 6: Let’s be a poet DIRECTIONS: Write a two- stanza lyric poem in response to the text, The Dead Crow. Title: Line | Line 2 Line 3 Line 4 Chapter’3- Teaching and Assessing Poetry at 95em,Line 5 Piro had pee te ae ee ee et Ese eae a ee ee | eine ST ae him SIS oe ra je et ee ee in tebe OE ee anaes > sk 7: Let's be a collage 's message moved DIRECTIONS: Make a photo collage reflective of how the poe? you. Use the space provided dhe hae NO as A ee Z!y The Teaching and Assessment of Literature StudiesComPETENcy ; © ones Poetry i ud A learning plan is an indispensable tool that enables teachers to carry out their classroom activities effectively. I outlines whee the target audience will learn at a given period, how th activities scaffold what the leamers need to demonstrate and how the assessment measures performance In this lesson, th using the ASSURE model Ap so) ask 1: P ies Ponder DIRECTIONS: Answer the question in the bubble © pre-service teachers will learn to design a lesson |, ensuring meaningful classroom learning Chapter 3~ Teaching and Assessing Poetry | aI' cope 3 Dang searing Pin enti Fo \ >» ask 23 be Let’ figure out pe details 0 COMPICE your ith DIRECTIONS: Fill out the diagram below with an ni analysis of the leamers in order to make a good lea "asx Let's watch TEDTalk Directions: As you watch the video entitled, “What students wish thei ; through the link, Attpsy comatch?v=8 oa ee points discussed by filling out the chart below: Key Point 1 Key Point2 Key Point’ SNA, The Teaching and Assessment of Literature Studies‘Competency 3 Designing Learning Plan in Teaching Poetry | | | | Teaching is challenging so it takes your passion to stay in this profession. Making a learning plan could be as exhausting as you could ever imagine. It is not just a requirement, but itis like the architect's blueprint. No teacher may be allowed to be in the classtoom without this sound plan; otherwise, learning could not be possible; just like no building can be erected without its blueprint. In designing a teaming plan, the leamers, being the target audience, are the primary consideration, Teachers need to have their leamers in mind as they plan their lessons. Analyzing the learners is central in designing a learning plan. According to Heinich et al. (1999), teachers need to analyze the demographic profile of the leamers (age, gender, family background, and the socio- strata), their competency level (knowledge, skills, and attitudes), and their leaming styles (visual, auditory, and kinesthetic). > task 4 Let's craft the objectives DIRECTIONS: Given the Grade 7 English competency, express appreciation of the sensory images used, what objectives can you formulate in the specific domains listed below: By the end of the 60- minute discussion, the Grade 7 students will be able to do the following with 60 % accuracy: ‘Chapter 3 - Teaching and Assessing Poetry Szte itive (knowledge, | | | : con domi’: cere rency targeted Stating the objectives in the three ©" he affective (attitude), and psychomotor (skill) an 1c content does NOt dictay, a specific grade level. In learer-centered instruction. 1"... objectives dictate thy the objectives to formulate. It is the other way aroun content | attainable, results, Primarily, objectives need to be specific, ing skills (HOTS), ang oriented, and time-bound (SMART), of higher-order or faa with the audience, behavior, condition, and degree (AB In the ABCD format, the objective ident behavior, the condition, and the performance degree. ion, jes the target audience, the task 5: Let's listen com/watch?v Directions: Access the link, hups:/swwyout illustrate below at least one image from the poem, Sonnet 116. Selecting the appropriate method to meet your objectives and choosing the suitable media and material to work with your instructional strategy are meaningful. The method, media, and materials that rs must be connected. essential to making leamni serve as scaffolds for le Pm 10. Teaching and Assessment of Lnerature StudiesFb =, oats a ae ——————————————— Implement students prepare a Tearning plan demands that both the teacher and the ‘sotacth, tht, teacher’ coratet eens. emainn tee meas, media, and presentation of the di requires practice and preparation to make a powerful reentry the mere Thus, the teacher may use the following procedures: 1) annie ials, (2) preparing back up, (3) preparing the environment, (4) ” fers, and (5) providing the learning experience. Requiri ‘ batons one participation is a must in a student-centered IS engaging students at all times and encouraging them to ticipate actively in ¢ i oa ly in all the activities.. Giving long lectures is therefore not Ev 5 evaluating Performance is the most critical part of any lesson delivery si sims to nue how much the lenmers achieve, Revising the learning plan, sessing the leamer’s and teacher's performance, and evaluating the method's effectiveness, media, and materials used are necessary. The ASSURE model is an instructional model that may ensure engaging and meaningful leaming in the classroom. Aim Task 6: Let’s evaluate DIRECTIONS: Below is a sample plan that you need to scrutinize following the rubrics that follow: Rubrics: CRITERIA VERY GOOD GooD NI OBJECTIVES | Competency-based | Objectives just hit | Objectives are CONSTRUCTION | objectives are the competency, and | mostly non- SMART and HOTS | some are SMART | SMART and and HOTS. HOTs. METHOD, The 3Ms are well- | The 3Ms need to be | The 3Ms need MEDIA, AND | chosen to scaffold | adjusted to the type | assessment to MATERIAL (Ms) | the attainment of | of learners to attain | make learning SELECTION the objectives. the objectives. feasible. METHOD OF “Assessment is well- | Assessment ‘Assessment is not ASSESSMENT | aligned with the | warrants a least $0 hitting any target. objective. % attainment of the objectives. Chapter 3 - Teaching and Assessing Poetry BACompetency 3 Designing a Learning Plan in Teaching Poety SS —— INSTRUCTIONAL PLAN Jo GRADING per 17 'ALLED LESSON PLAN IN ENGLISI Duration: 60 ming Aeerning Arex ENGLISH "Guanes @ ‘Learning Competencyfies: 4 AS ai oy on sin ine RST —_ Key ConcepisTi The inderstanding to be Developed: rot jsfher understanding: SCONTENT - Préparation (mins) |» i Activity (1Smins) Stills | Tell whether am acon or event. Attitudes a a iy enon po ew Ton coral activi sepia Greetings Checking of atendance, ‘+ Presentation of the objectives ofthe lesson. ‘The students pick different kinds of pictures and the teacher Jet them identify the pictures according 0 “RANTASY” of “REALITY” Cinderella, Only the Brave, Spiderman, Double |_—_World, Advi and Pia ‘*Unlocking of Difficulties: ‘Giving of definitions ofthe vocabulary words, ‘vanished | woodeutier {swage complaint ‘kingdom ‘A, Read and identify the statements below by choosing the answers front the box. Akingrulesovera Danay's__is hit long hours of work. ‘Fantasy is based on the author's imagination. It is not true while reall reality {is based on fcts and it is based on the tue story. (mins) “Do you think that learning fantasy and reality is important in leaming English language?” Practice (10mins) Students wil be gouped ino oan they wil answer the given |e aes ii ov ange of iy ad ay. NIA te Teaching and Assessment of Literature StudiesCompetency 3 Designing a Learning Plan in Teaching Poetry jasigummen ee (tenes) | ets ies aay ie apes is a — The teacher recaps WRAP-UP’ ity and ‘everything that has been discussed about fantasy and Concluding Activity | “*tY tm thei importance, Le ee le summer rien fore doy? poms ofthe stidenis were able fo patisipate in the diseuesion and __| eater ofa etn pasty etait Reflection “An investment in knowledge pays the best interes, "- Benjamin Frankdin ez ‘ask 7: Let's design a plan DIRECTIONS: Following the same rubric in Task 6 and using the template below, design a plan for English 7 based on the given competency that follo Objectives: Knowledge: Skill: Attitude: Value Content: Topic: Reference: IMs: Teaching-Learning Activities: ‘A. Preparation B, Presentation C. Performance Assessment: fee ee ee Chapter 3 - Teaching and Assessing Posty‘Competency 4 Teac hing Poetry Interactively RN Peta capt ret Ye CompErEncy Mn Teaching Poetry Interactively lly for novice teachers Teaching poetry is somehow a challenge, suse: rs can do interacting But guided with the Tight teaching paradigm, literature Poetry teaching in class. Outcomes-Baseg In this lesson, the pre-service teachers will learn Education in the teaching of poetry > mask Ls Let's illustrate DIRECTIONS: Draw bel out of love. low anything or object that symbolizes what-you can give ‘The Teaching and Assessment of Literature StudiesCompt Thing Hy te Pr Let's listen i ee ae ‘othe poems audio, How Do I Love Thee, through the link np y Do th the rhythm ajar Tee ae et second reading aloud and feel low Do I Love Thee? refs and with my childhood’s faith. e with a love I seemed to lose Ha Joye thee better after death. P» mask 3: Let’s familiariaze DIRECTIONS: Using the search engine available, read the biography of Elizabeth Barrett Browning and fill out the graphic organizer that follows. Biography Research Picture: Persons Name: Early Life: Chapter3 - Teaching and Assessing Poetry | sasl020Competency 4 Teaching Poetry interactively 3 Interesting Facts: ‘itps:/hvapinterest ph/pin/154177987222892039/ ®) PEN The heart of Outcomes-Based Education is the constructive alignment of the three salient components of the plan: the Intended Learning Outcomes (ILO), the Teaching- Learning Activities (ATs), and the Assessment Task (AT3). In interactive poetry teaching, once the ILOs ate clearly defined, the teacher needs to give engaging activities to serve as scaffolds to attain the learning outcomes. Thus, the learners become active in the learning process (TLAs). Using the 3Ps plan, the preparation includes the motivating activity, reading the poem, and knowing about the author’s life. The presentation consists of analyzing the poem’s form and structure, drawing out the images from the poem, explaining the literary devices used, and unveiling the poem's message. The performance includes comparing the poem with another and even doing reflective artworks. In the assessment tasks (73), the teacher needs to hit the specified skill outcome and, most importantly, allow the leamers to demonstrate what they learned. Therefore, the performance, not the given task or activity, is given primal) consideration if the teacher targets quality instruction, ( BRA Thee Teaching and Assessment of Literature Studiestask 4: Let’s compare F pIRECTIONS: Compare vvenn diagram that follows, ‘me count the ways How do I love thee? Let me count the ways. height Ay soul can reach, when feeling out of sight For the ends of being and ideal grace. love thee to the level of every day's Most quiet need, buy sun and candle-ligh Tlove thee freely, as men strive for night; love thee purely, as they turn from praise. [love thee with the passion put to use ah {love thee with a love I seemed to lose With my lost saints, [love thee with the breath, Smiles, tears, of all my life: and, if God choose, Ishall but love thee better after death, mask 5: Let's diagram Rn DIRECTIONS: Use the Venn diagram Task 3, By Elizabeth Barrett Browning {love thee to the depth and breadth and [in my old griefs, and with my childhood’s Poetry Ineractvely Browning's and Shakespeare's sonnets by filling out the Sonnet 18: Shall T Compare thee toa summer's day? By. William Shakespeare ‘Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date; Sometime too hot the eye of heaven shines, And often is his gold complexion dimm’d; And every fair from fair sometime declines, By chance or nature's changing course untrimm’d; ‘But thy eternal summer shall not fade, Nor lose possession of that fair thou owt; Nor shall death brag thou wander'st in his shade, When in eternal lines to time thou grow’: So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. to show the comparison of the sonnets in ut Chapter 3 - Teaching and Assessing Poety SS‘Competency 4 Tesching Poetry Interactvely ms 6: ; Let's Reflect me, make # unique stork DIRECTIONS: Using’ available art materials hice fou may use @ separate bong reflective of the vision of E, Browning's Sonnet 43- paper for the desired output. (i TASK Let's write DIRECTIONS: Write your sonnet expressing how much love has made a difference in your life. SZZ=, The Teaching and Assessment of Literature Studiesask 8: Let's practice pIRECTIONS: Establish the learning desi; Orpen ig iy ign used in this lesson and use it to do an Offline following the rubrics that follow: Indicators | EXCELLENT | SATISFACTORY NEEDS IMPROVEMENT TEARNING | Constructive The plan does not i AR ieee plan does not | No constructive Toe eer the, «| eem to manifest | alignment » TLAS, and ATs | constructive manifested, Well manifested, | alignment, a ee chosen activities | Some activities do | Most activities are wre very engaging —_| not engage students_| less engagi ging. in that they help in | to achieve the ILOs the attainment of the ILOs. DELIVERY |The teacher animates |The teacher can | The teacher needs the class very well | deliver the lesson _| confidence in her and exudes mastery _ | just well delivery of the of the subject matter. lesson. ACTIVITIES REFERENCES I graphic organizer template images. (n.d.). Free New Design Graphic File, Vector, Psd, Icons, Stock Photo, and Free Font - Newdesignfile.com. hiipsi//www.newdesignfile,com/post_ graphic-orga- nizer-emplate_99851/ The assure model in teaching. (n.d.). Instructional Technology. htps:/ipascapbi-3a.blogspot .com/2017/0 /theassure-in-teaching-by-tribari-nurdi html Aention required! (n..) Atention Required! | Clouare.htps/www. masterclass comdariclesfhow: to-write-a-haiku-in-4-casy-steps#3-classic-haiku-examples Connon core biography research graphic organizer | K-5 compuierlab| Biography graphic orga- nizer, graphic organizers, biography template. (n.d,). Pinterest. htips://www pinterest ph pi The dead crow: (n.d.). samadsaid, https://ohmyyy.wixsite,com/samadsaid/the-dead-crow Dickinson, E. (n.d). Because could not stop for death ~ (479) by... Potty Foundation, hipsil WWW, ‘octryfounlition.org/poems/47632/bccause-i-could-not-stop-foraeath-479 HARPER, S. N. (1988). Strategies for teaching literature at the undergraduate level. The Modern Language Journal, 72(4), 402-408. hps/do,orp/0. 111, 1$40-4781, 1988 604199. How do Hove thee? (Sonnet 43). (4) iips/ipoes.ory/poenvhow-do-i-ove-thee-sonnet-43 How to write a poem like Walt Whitman. (n.d.). Pen and the Pad. https://penandthepad.com/write-poem- Tike-wall-whitman-779802 html Killen, R, (2007). Teaching strategies for oucomes-based education. Juta and Company. Pres ofthe Caribbean dead men te no tales (2017) - Barbossa death scene | Movieclips. 2017, ‘September 14). YouTube. https://youtu.be/AVUeWyvOCHM Poem riddte brainteasers for kids (nd). Squigly’s Playhouse - Free Online Games, Bran Teasers and ‘More. hitps:/sww.squiglysplayhouse.com/BrainTeasersPoemRiddlesphp Poetry Foundation (nd). Poetty Foundation hups’/'www poetry foundation org/play/76350 Sail compare thee to asummer’ day (Sonnet 18). (2020, September 29). Poetry Archive ps:/poc: archive, org/poem shall-i-compare-thee-o-a-summers-day-sonnet She panne ae on TetorStock (16 May 1) NetorStck. bapsiee. esa stock com rovalty-free-vectorsketch-pad-with-pencils-vetor-8791918 (04) YouTube rw youtube. com/watch?v=pcKbt_vpHg becom watch?v=iBY BE@sKehQ Chapter 3 Teaching and Assessing Poetry ss_—_—_————— CHAPTER 4 Lia matic Prose, Teaching Prose and Dra tains mo, : : rage that con re ‘My preference is for prose with more silence in it, languas’ pockets of strangeness.” -Anthony Doerr In literature, the way we say something matter, as much as what is said ang where that something jg said is part of what is. saiq This Chapter bighlighs th understanding and teaching of prose and dramatic prose in literature. “Prosa oratio,” are Latin words for prose meaning “straightforward.” It is verbal or written where speech flows naturally and writing in a grammatical way, ‘When you read a newspaper, a textbook, or a novel, you are reading prose, This is why prose is considered as “everyday language”, The language in prose is easier to read, Listening to and reading stories that are closely similar to the way we talk makes prose more conversational in form, ‘This is familiarity in language which helps build rapport between the reader and writer, Prose is meant for language learning and comprehension development because when reading prose learners develop their reading skills, acquire new words, expand vocabulary knowledge and structures, and promote proficiency in the language macro skills. Studying and learning prose not only develops students’ language ability but their reading comprehension ability as well, As the most common and popular form of writing, prose is a writer's way to communicate with readers in conversational, straightforward mannet. Writing prose allows us to communicate and pass on ideas, provide and disclose information, and or tell a story. It is a literary device where most writers are comfortable when conveying ideas or feelings. At the end of this Chapter, the preservice teacher (PST) should be able to adopt competency-based learning materials in teaching. As future teachers of the English language and literature, clear understanding about the form and content of can effectively design your instruction to ensure 1! of reading and develop their ability to speak ani fluently, you must have @ prose and dramatic prose so you that students are taught the skills id write in English correctly and Strategies in teaching prose, designing lessons Preparing materials and resources in teaching prose shall be the main focus of this Chapter in order to prepare you, future English language and literature teachers, for the real world of teaching and assessment of prose, PSVZ”N, The Teaching and Assessment of Literature Studies and assessment, andCompetency 1 Comprehending and Appreciating Prose j COMPETENCY. Comprehension and Appreciation of Prose Let's Take this Below are two written pieces that both talk about an old car. The first piece is a descriptive paragraph or essay while the second one is a poem. Read the two written pieces and choose which between the two attracts and catches your attention and appeals more to your emotion. Compare the two pieces of written work by filing out the comparison chart below. ‘The Old Car ‘The old car slowly chugged down the street like the eaboose of a steam engine train. The cargoes up the hill it goes Ka boom, kacunk. The car is old and weathered with rust covering the entire body like cancer consuming i. victim Wheels and tires wobble like a drunk bum on his vway home from the bar. Hub caps are gone slong with all the mirrors and extras on the car. Black smoke flows out the rotten tail pip like the smoke tut of and old cobb pipe. The local junk yard had seen better cars then this. The interior was a dusty ‘own with holes covering slmost every square iach of the seat covers. The ceiling was hanging ‘down and the rust had eaten through the rof like a Bily goat through atin can. Ths old car is my old ‘car and it is as faithful asa good old dog by always ‘srtng and getting me from were I need og. © Jace Oeeis 2005~ 1S, Chapter 4 - Teaching and Assessing Prose and Dramatic Prose aACompetency 1 Comprchending and Appreciating Prose BASIS FOR COMPARISON Meaning Language Nature Essence Purpose Ideas Line break Paraphrasing ‘Read this, The author in.the descriptive essay tells about an old car in a sii forward and direct manner and expresses his/her thoughts and feelings puma Ot she uses a straight forward language in a pragmatic and practical way. Its essence and purpose are to convey a message or provide an information from where ideas can be found in sentences which are arranged in paragraph and do not have any line breaks, On the other hand, second piece of work displays a unique style and hythm to express intent experience. It uses expressive or decorated language and is imaginative in nature, Its essence is focused more on experience and the Purpose is obviously to delight or amuse. The ideas are found in lines arranged in stanzas. Line breaks are also observed closely and it is not possible to do exact paraphrasing, The first piece of written work is a conerete example of a prose while the second writen piece of work is poetry. In the previous Chapters, you have come across another form of literature which is poetry. In this lesson, however, you will be leaming more about prose, its varieties and forms, What better ways of beginning and getting to know prose more closely than starting with comprehending and understanding prose. ‘Writing prose is conveying an idea, delivering information or telling a story. Since prose is often in conversational tone, it helps build rapport and familiarity with readers and allows readers to connect to the story and its characters, Understanding prose and its elements can help learners become better readers It develops leamers’ comprehension ability, acquire new Vocabulary, and improves ‘macro skills. 16, {The Teaching and Assessment of Literature StudiesCompeteney 1 Comprthending and Appreciating Prose To better understand prose, let us go back to the context of th for a definition of prose, most dictioy ken language that is not verse. Now, \ prose, If we try to mnaries define prose as a form of written and | for us to understand prose we have to have fall understanding of what a Prose is before we can understand what prose is not, when you search further for its meaning, you would come across ‘prosaic’. Prosaie means unromantic and lacking of beauty and imagination. Looking into the meanin ak 1g of prosaic will lead us to a concrete definition of se as as a form of spoken and written language that does not call for any kind of ‘imagination’ and expressed in a straightforward manner. Although prosaic places emphasis on lack of imagination, itis however impossible for one to produce a written or spoken language without imagination, Unlike poetry, which is composed of lines and rhythmic patterns expressed ina free-flowing, full-of-feeling, and imaginative manner, prose is characterized by a continuous, spontaneous flow of the speaker's or writer’s emotions and feelings. This is not to say that feelings are not expressed in prose; rather, feelings in prose are expressed in a controlled, restrained, and logical manner. Reason and logic are exercised by a prose writer. Poetry is based on feelings and emotions while prose is, pased on logic and reason, There are things that cannot be done in poetry but possible in prose like argumentation and debate. One cannot argue in poetry. Debates, technical writing, philosophical writing, exposition, policies, scientific writings, among others cannot be done in poetry. All these things require clarity, logic, and order. It is also important to remember that any prose type of writing must have the theme or content and style or manner of presentation. Another way of understanding prose is looking at its structure. Prose is made upofsentences and paragraph taken together o express one idea or unit. Comprehension of prose, whether oral or written involves considerably more than understanding the meanings of individual words and sentences. The language has to be clear and precise, straightforward, logical from beginning to end. It requires one to understand how the ideas expressed in one sentence are related to ideas expressed in other sentences. It is an even more critical component of comprehension when one talks about the knowledge that a reader brings to the reading situation. It is a fact that a similar passage may be interpreted in many ways depending on the reader's schema. As a result, a complex interplay happens between the reader and the material. Understanding a prose leads to the development of skills necessary for reading comprehension such as the identification of main ideas, understanding of logical structure, inferencing and using higher order knowledge structures. A lot of other skills could also be developed from studying and reading prose such as language skills, Vocabulary skills, among others. uy Chapter 4- Teaching and Assessing Prose and Dramatic Prose BA‘Competency 1 Comprehénding and Appreciating Prose sk Ls Let's Examine foie ve Tp ae Se ee eee B._task is to write the prose version of the poem. In every school, to every student there's a special teacher. prt fi aes Be To every teacher, to every student Sea ea we there's a special bond. era nee ee To every bond to every moment ee ae ee There's a special time that we'll think Ree itie i ere back and say to ourselves "That teacher really cared!" If you know that teacher cares your life will brighten up. Cause now you know that if you fall, that same special teacher Will come and help you up. Gloria Celiant https://www.poemhunter.com > gloria- celiant SVL The Teaching and Assessment of Literature Studiesce ‘Ompetency 2 Recalling and Understanding Prose and Dramatic Prose Courteney 2) . Recalling and Understanding Prose and ae Let’s do this. Match the ti i is ith it is esluna B. Before each umber ee ene oo ewe ee A B ___|. How My Brother Leon Brought Home A Wife a. Drama ___2. Napoleon: A Life by Andrew Roberts b. Fairy Tale __3. The Fox and the Crow c. Biography __4. Beauty and the Beast 4. Fable _5. Oedipus Rex 4. Short story ‘What are common among the titles enumerated in the acti The titles of the pieces of written work enumerated and mentioned in the activity are literary pieces of work that we grew up with and had been very influential in our lives as students. They not only teach us about life and relationships. They help us realize about truths in humans and they evoke some thoughts, feelings and emotions in us as we read them. They resonate art through language. But a prose is more than that, There are several other benefits that a student could get from prose. It promotes comprehension, enhances conimunication, develops proficiency and accuracy in the language. “Prose” is derived from the Latin expression “prosa oratio” meaning literally straightforward or direct speech. The best way to define prose is it can be a Style of writing or speaking done in a straightforward, conversational manner rather than poetic. As a piece of writing, it is a continuous piece which uses sentences and paragraphs that sound similar to ordinary and natural flow of speech which may Chapter 4 - Teaching and Assessing Prose and Dramatic Prose aAroutows reeulor grammatica or may not be creative, It can be any language that conventions without any metrical structure. eae you have the pest weatherman in a. “Twill not be doing weather because the Philippines.” - Kim Atienza b, Conversation ‘What are the types and varieties of prose? Descriptive prose is a piece of writing whi they are. It can be a description of specific scenes, settings, OT writing. It is giving details or something that describes. Example: “[ was looking up when the first clear thunderbol a the sky and sea; I could see its shape in perfeet reverse colors when I blinked. More followed. The thunder rumbled and stuttered as if it could hardly keep up. There were openings in the cloud now, as if the sky were tom, and spots of brilliant blue shone above the shadowed sea.” (Descriptive Essay Example.) Narrative prose refers to a piece of writing focused o external or internal (could be describing feelings and emotions). These events must be factual and photographic in presentation. Descriptive is more passive while ch is used to describe things as people within a prose it struck, It blazed against mn describing events narrative is more active. Expository prose deals with explanations or definition’. It aims to explain and clarify. In summary, there is no rigid line of demarcation among the three varieties of prose. Any piece of writing does not contain a judicious blend of any two or three of this writing. A novel could begin with a descriptive prose to refer to the setting then could proceed to the narrative. ‘A literary prose usually appears in different forms: fiction, non-fiction, novels, short stories, novelette, and drama, Fiction is a product of the imagination of man finding its shape in people's stories or events. It can be an allegory, romance, and or satire, NA, Toe Teaching and Assessment of Literature StudiesCompetency 2 Recall and Understanding Prose and Dramatic P - eee Prose fiction ideas and ‘pl 'ent something els ic concep pie 18 else. Personification of characters is concretely Ffable - 4 Story which uses animals as ‘characters t0 tell a moral lesson ix, The Three Little Pigs wherein characters, Parable - a story which illustrates one or more instructive lessons Ex. spiritual lessons told by Jesus i the bible es Legend - stories of creation and origins whether about an object, a place or an event ith - @ traditional story written anonymously, which explains briefly a custom Or @ mysterious natural shenomenon. Prose Romance - stories of supernatural or magical events, ee igi ts, fantastic and FFairy tales - folkloric stories whose motifs are about commonplace expressions and themes that are typical such as supernatural challenges and restoration with characters such as uel king and wicked stepmothers and endings fe are humorous stories used to ridicule human vices and folli [Folk tales ~are stories which consist of] one or a combination of many folklore themes (motifs) pass on from language to language and country to country, They are also “migratory tales” Non — fiction is writing based on factual, realistic events, and real people. ‘These writings could be essays, biography/autobiography or history, letters/ Epistles, diaries, journals, book reviews, literary criticisms and scientific and current publication. ‘An essay is analytic and interpretative composition that deals on a subject ina more personal point. It is briefly written and it describes, clarifies, argues, or analyzes a subject often categorized as narrative, persuasive, expository, and descriptive Expository explains something; informs and) educates the reader about a particular issue; investigates a particular subject Descriptive places the picture in your head; writes a creative story with a compelling plot; describing an event Information is factual and presented in a non-biased way and presents “both sides of the coin” and uses the third person point of view A Persuasive (Argumentative) sells opinion on some topic; wants the audience to agree; convincing someone Narrative tells a story; creates some compelling! Story on any subject that the one can Imagine 21 ‘Teaching and Assessing Prose and Dramatic Prose RA Chapter 4 -| | | Compete 2 Reagan Udetaning Pos an Daa PO | [Process Other types ‘Cause and Effect inds the cause of something and the effects it might have. y mpare and contrast we can CO) ors, shape, size, etc [Reflective essay describes an experience or event observed or examined where a writer analyzes past events from the present point of view. [Nature essay writing is a creative nonfiction about the environment and or the narrator’s encounter with the! natural environment, Periodical essay refers to published! , [journals and articles in magazine or] focused on a second-person viewpoint, periodical. ‘A novel is a long and complex invented prose narrative dealing with human experiences with events arranged in sequence. Little Women by Louisa May Alcott, The Great Gatsby by F. Scott Fitzgerald, Harry Potter series by J.K. Rowling and others are examples of novels A short story is a story with limited length and possesses the following elements such as characterization, unity, cumulative interest, climax, and resolution Short stories can be stories about gods and demons, anecdotes, mythical tales, etc. A novelette is in between short story and novels. It is neither too short @ story nor too long as a novel. Compared to a short story, it is more elaborate than a short story but can be read in one sitting and can produce a single concentrate effect. Drama is written in dialogues intended for presentation and/or interpretation by an actor, The actor impersonating a character is the essence of @ drama in a make believe. NA ‘The Teaching and Assessment of Literature Studiesask 1 PB isemity what is referred to in each item, Choose the answer from the box. novel fiction Novellete shorty story essay drama non-fiction prose fairy tales satire 1. Itis a product of the imagination of man finding shape in stories of people or events. 2. A piece of writing that is factual, with real events, and real people, such as essays, diaries, journals, etc 3. It is about motifs, commonplace expressions and typical themes with characters such as cruel king, evil stepmother and others. 4, An analytic or interpretative composition which looks into its subject from a personal point of view. 5. It is usually a long and complex piece of work that deals especially on human experience in a usually connected sequence of events. 6. A prose narrative that is neither too short for a story and nor too long for a novel. 7. Itis usvally written and intended for presentation and! or interpretation by an actor. 8, Stories in which human vices and follies are held up to ridicule. 9. A piece of writing which uses sentences and paragraphs that sound similar to ordinary and natural flow of speech. 10. It is a story with a limited length bearing the elements of characterization, unity, cumulative Chapter 4 - Teaching and Assess interest, climax, and a resolution. Ly ng Prose and Dramatic Prose SSACompetency 2 Rect Be ws 2: Encircle the letter of the correct answer- ing and Understanding Prose and Dramatic Pay } 1, Which is not a form of prose? a. newspaper c. short story b. Haiku 4. Essay 2. The Latin word for prose is _—- a. prose oratie c. prose oration b. prose oratio 4, prosa oration 3. All of the following refer to @ prose EXCEPT_— a, pragmatic cc, imaginative b. poetic devices 4, straightforward 4, Modern writers prefer prose because a. it saves paper b. its easier to read «. it's more natural and reflects the way people actualy tal d.a, bande 5, Fiction is one kind of prose which is sometimes inspired by real people, events, and places, Which of the following is NOT fiction? a. fairy tale c. novella b. travelogue . drama 6. A Christmas Carol is a popular by Charles Dickens. a, short story c. novel b. historical fiction d. novella 7. A fairy tale is a story about good and evil, usually with a happy ending. An example of a fairy tale is a, The Frog Prince b. The Strange Case of Dr. Jekyll and Mr. Hyde c, Wuthering Heights d. Romeo and Juliet 8, Whether it’s a novel, a short story, or a myth, a work of fiction has a___, ora series of events. a. plot ©. conflict ». character 4. theme BA ‘The Teaching and Assessment of Literature Studies 4. Select the example of pros, a. Falling to the ground, L watch a leaf settle down Ina bed of brown ‘When darkness comes, And pain is all around Like a bridge over troubled water, Iwill lay me down ©. “After the Sea-Ship ~ after the whistling winds; After the white-gray sails, taut to their spars and ropes, Below, a tnyriad, myriad waves, hastening, lifting up their necks, Trending in ceaseless flow toward the track of the ship: ‘Waves of the ocean, bubbling and gurgling, blithely prying...” “One dollar and eighty — seven cents. That was all. And sixty cents of it was in pennies. Pennies saved one and two at a time by bulldozing the grocer and the vegetable man and the butcher until one’s cheeks burned with the silent imputation of parsimony that such close dealing implied. Three times Della counted it. One dollar and eighty -seven cents. And the next day would be Christmas.” 10. Both legends and myths are passed down from generation to generation. However, are based partially on real historical events and are semi-true stories, while are not necessarily based on historical events, but their symbolism is more important than the actual events. a. fables; folktales b. folktales; fables c. myths; legends 4. legends; myths >» sk 3: Let's Reflect on This Share your viewpoints about the benefits of prose in a man’s life. Here are few strategies you can choose in writing your reflection. Choose the strategy you &te most familiar and comfortable with, Vlog Blog ‘Tweet Facebook Post Instagram Collaging (Chapter 4 Teaching and Assessing Prose and Dramatic Prose,» ais 5Prose in Te ce ‘ompetency 3 ldentfying and Resources and Applying Ste ‘ social values, | Literature has been part of our daily lives eo “to write’ to ae | ‘meaning: of literature transcends its technical term. » ae] fem including ‘medica, ‘any work of art. In general, it refers to any written material to religion and literature relating to medicine; religious literature relating culture and tradition others. Literature also serves as repository, and propagator “(be reason behind tg The mention of these things about literature strengthens ture, specifically prose Writing of this Chapter on strategies in the teaching of literature, literature, Let’s do this, Check the statement that you believe is true about prose. 1, Ithelps students develop imagination. 2. Itallows students to express their ideas freely. 3. It prepares the students for world citizenship. 4. It focuses only in the improvement of writing. 5. Itenhances communication and develops proficiency and accuracy in the language Teaching prose holds a very special place in the teaching of the English language. Prose is intended for language leaming because it develops students’ language ability due to its intensive study of language. Teaching prose is teaching reading with comprehension. It teaches students the different reading skills such intensive as well as extensive depending upon the need, the class ant age of the students. It includes the teaching of structures, the vocabulary, grammar, language in general and the ability to achieve mastery on all the four sills vf language learning Both these aims have to be fulfilled by teaching prose. In Addition, the main objectives of teaching prose are the following: 1. to develop leamers’ ability to read aloud with comect pronunciation and rhythm; Aa, Tre teaching and Assessment of Lieratre StudiesCompete “ ney 3 Identifying Materials and Resources and Applying Strategies in Teaching Prose to enrich vocabulary of the leamers; to enh; ee i ee lance leamers’ ability to comprehend the meaning of the text; ‘elop Jeamers’ ability to enjay reading short passage; 'o express ideas freely orally and in writing; and to enjoy reading and writing. When planning to teach prose, it is important to,be familiarized with the jalowing Stes: {Set induction with the use of proper techniques and reinforcements by the [acter CC {_Ammounce the topic with proper gestures to reach the student on topic: {Explain with proper illustrations, gestures, and proper attire [Ask one. or two developmental questions to know students in teaching- [leaning process ; Recapitulate 4-5 questions after. communicating ‘the lesson with proper 5 Pseperements eel {Ask evaluation questions in the objective type , Provide assignment in essay type. wother way to plan for teaching prose includes the following steps: aver j, Introduce the prose lesson. Create interest and attract students’ attention, ask appropriate questions to arouse students for the new lesson. T Teach the structures, Guide students to identify new structures and highlight the elements of pattern, and their order and nature. fy Divide text into smaller units. Break the text into two smaller, more manageable units. Teach vocabulary. Use an object, a model or a picture to clarify meaning, [Model reading (by teacher) Teacher reads the passage carefully with correct pronunciation of the words, phrases, and intonation because he/she is being observed and imitated by his/her students & Silent Reading (by students) Students are given time to silently read the passage. 1. Test comprehension Teacher checks the students’ comprehension ability by asking questions to students, §. Test application. Teacher evaluates type. 8. Loud Reading (by students). Students read the taught units aloud one by one in class. students’ achievement orally or in written [ein olan cance EE gd lee [U0 Give assignment. Teacher gives assignments to students. Chapter 4 Teaching and Assessing Prose and Dramatic Prose S077Re hae ee ee ee ee in Te! jes in a paying ate : Competency 3 demiying Materials and Resouress and APP ing prose includes y, the teaching in : i Another way of preparing @ lesson following steps: 1. Motivation. 2. Presentation iT tactics the teag u clude’, ready for the days Motivation ine ents applies t0 get lesson. 4 Teaching aids like ial josters, materia fei rovide a brief introducti a few beginnin Ingodtory He fo. aOUSE. ster! sac fr the new ISSO ccvation or introductory, questn aaa vas presentation of the day’ following in view: attention, retention, and grasp of the students. dels, ch flash cards, models, chart aids etc. can be used tg bout the lesson, a. Model reading by the Teacher ‘The teacher reads out the material aloud making sure his/her voice is audible and with a clear| pronunciation, intonation, stress, rhythm, style ete, b. Loud Reading by the Students Students will be asked to read out the passage loudly one by one to ensure the correct tone, pronunciation, fluency etc. (The teacher may explore other ways of making students read aloud) This is the teacher’s time to correct any error students make so they do not carry on these mistakes forever, ©. Difficult words/structures to be dealt with Expose clear and explain the new words, difficult words, structures, idioms, phrases and other grammatical items, The exposition of all these items and their clarification is the main purpose of prose teaching, 4. Silent reading by the students Proceed on to silent reading to clarify each and every’ point individually and increase students? comprehension 3. Recapitulation Teacher sums up the day's lesson, clarifies [student's doubts, and explains few” sentences which need “more elaboration, 4. Evaluation by means of questions, assignments, blackboard PN, the aching nd work, dramatization ete, ssessment of Literature Studies rCompetency 3 Identifying Materials and Resources and Applying Strategies in Teaching Prose ‘The steps aboye are general steps in planning to teach prose. Here are other 2 eps in pl Pp regies in teaching prose, Silent Reading allows a leamer to read without voicing words. It is a time Jearners read quietly alone or together. Silent reading reduces cognitive load god eps the learner to comprehend and remember what was read because it allows ees to concentrate better and absorbs from the text faster. Giving students daily jpependent silent reading provides them fluency. models, vocabulary building, ypowledge on Concepts, improvement on attitude toward reading. Prose Performances are combination of music and spoken words Modes of Performances: 1. Lyric mode- intended for private contemplation 2. Dramatic mode-characters are defined 3. Epic mode-combining lyric and dramatic mode with a narrator telling about the characters. Dramatic performance is an act of presenting a play or music. It is the xt of performing a drama, Written words are being dramatized using gestures fod movements and dialogues are strongly characterized. It is a very effective frategy in teaching prose because it helps develop Ieamers’ interaction skill such ts exposure to language conversation, understanding meaning, and ordering’ and sequencing in conversations. It also develops skills in. critical reading,critical finking and creative writing ! How to do dramatic performance 1. Connect personal experiences in the events in the drama by using good questioning techniques. Visualize characters while reading stage directions. Evaluate the words and actions of character and. find out what motivate them. 4, Notice character changes. 5, Compare characters. 6. Analyze monologues and soliloquy. 7. Read the play aloud. 8, Identify the setting, 9. Evaluate how the setting affects the mood of the play. 10, Identify major and minor conflicts. Features in Dramatic Performance 1. It should be performed on stage in front of an audience. 2. Ithas to have actors, dialogues, and actions. Chapter 4 Teaching and Assessing Prose and Dramatic Prose aS!23e—Prose Teach Competency 3 Identifying Materials and Resources and Applying Sut Materials and Resources in Teaching Prose in the teaching Of pro, ortant ce aS We] Teaching materials and resources are iP ace Se i because these increase students’ achievement an prose. sould Sustain and promote understanding of the text OF i be tailored to the content and needed skills in readin8: : us There are several types of materials that can be b. concept of ed in teaching prose; modules are used Printed materials like books, textbooks, a readings. : provide students a variety of resources in P the day’s prose lesson, Lesson plan guides the teachers in teaching 10° objet Cunicutum “Guide provides th Seine al resources competencies, content learning experiences, assessments for a specific literature program. EAE casos Power point presentation acts as a visual presentat ee Videos provide audio visual contents in prose that are lable or limited in printed materials. ; Internet provides students access to the prose content anytime ‘anywhere students have the intemet connectivity. Graphic presentations enhance students understanding of a concept Teaching aids such as blackboard, laptop, projector, etc. can make teaching and learning prose easier and faster. > di: Let’s Examine 1. Using any one of the three instructional designs, design a lesson in prose Choose any of the prose form and variety. 0 PRRAA Tre Teaching and Assessment of Literature StudiesCompe 3 Identity steney 3 Idenitying Materials and Resources and APolying Strategies in Teaching Pr ask 23 fr Let's reflect on this Write a reflective essay abo n re 'y about the chalk i + s»insmutional in teaching prose, St 70¥ &xPienced in designing tsk 1, Peer ~ Critiquing, Let a classmate read your written instructional design and let hinv/her comment or share his/her observations. Task 2, Lesson Designing. Prepare and submit a video demonstration of your instuctional design. Be reminded of the following criteria for evaluation in this links Ittps:/nfir hawaii.edu/medialpbllrepo/uploads/Rublic 4 Video Presentation Rubric.pdf Chapter 4 - Teaching and Assessing Prose and Dramatic Prose SALet’s do this, - t follow. Read the journal below and answer the questions that ‘ Thad met the people they sang about, saw the land, and had gained a new perspective and ‘respect for the people who live in that wonderful, vast portion of the United States that stretches Under the big skies of the West. Not only did | they sing about Western life, but they also sai ag about everyone: people who hurt, loved, ost, ‘and exulted in their lives... & ‘utpsi/woww.wikihow.comy/Write--Reflection-Paper 1, What type of journal entry is given above? 2. What is the journal about? sig 3. What insights are expressed by the writer? Detaribé the laa Gea 4. Describe the language used inthe journal entry, — XA The Teaching and Assessment of Literature StudiesCompetency 4 Recognizing Assessment in Teaching Prose Journal entry is one way of assessing students’ skills in y is on ni prose. It de gies! nd reflective thinking and provides teachers’ an input on stadens oflstanding and comprehension of the text. : ool Teaching prose means teaching reading comprehension, This is the reason jy lke all other content understanding learning, of prose must be assessed ‘eh qsure that higher order Teaming skills are achieved Below are three major ‘esment techniques in teaching prose. Text search is focused on the text search skills of the students and allows ge sudents €0 comprehend what they read and complete the puzzle the author fpeaded for the readers to solve. Students do the text search in order to answer teacher's question. This is one way of assessing students’ comprehension, It thes teachers information whether students” reading comprehension is good and teacher's way, of teaching is effective. Text search aims to check whether the sadents understood well the material. ~ Comparing and contrasting are practical ways of developing higher order sinking skills by highlighting the importance of details and by making meaning smong abstract ideas. helps students identify and clarify vague ideas between two concepts. Example Basis of comparison Prose Poetry Language Ideas Line Breaks Dupose Journaling serves three purposes - connecting, reflecting, and critical ‘inking. Journaling allows students to self -assess their personal improvements, ‘ak critically and improve their poetic and writing techniques. It can be used by lechers to assess how much students have improved and how much students have lamed . It is also a test of the effectiveness of the teaching techniques used. Some ‘unples of journaling are double entry, reader response and reflective journal. Chapter 4 - Teaching and Assessing Prose and Dramatic Prose WAExample of a Reflective Journal 1 think Text Barriers of ignorance and mistrust are broken through dialogue and encounter. Young people in Belgium are exposed to new views and what it méans to be a young refugee in Flanders, Hearing @ story from a person directly affected by an issue and having the possibilities to ask questions openly is vital to breaking down barriers of fear, mistrust and biased information 1630%22:[0]} tps: Znww.coe.inden/vebino-hate compaign/campaignexamples# (262226873 Be ie Let's Check. Using the rubric for journal entries Assess the joumal entry that follows. Giisia | EXCELLENT] —VERY.GOOD] SATIGFACTORY | NEEDS WORK. UNSATISEACTORY cee t : 2 Seong witg ae | Got wate ie | Whig ans coms | Dilieay Consienbliay wriberarabiy’” | sahsotdabiyto | meanmpedeqaieh, | exresing sxpresin eso Seapets thoes | cmey mening ey. [Sone panna | ita feings | deeipons cle fnionctvise | geuigamur ty, | smiated pling | oraecenpiom | Many eummaa, Eran game, | elise on Lined yet. | sytactral and ‘om lingo Newwtowecton | geling cpr sama, spelling, metaphors, ete. |v et eae om ; 7 : ; implications of | personal change! ‘emotive level. Cains | Neutal experience | rennin Stes (Soma [gees Son | Sens | peattaet students, Aware of | connections with ‘experience’ bat | resonanoe or | FV” ‘increased complexity | implications for self or’ | insights based on it : soetgrooiy | mares tre [eee |S PVA, te teaching and Assessment of Literature Studiessmal Entry about the Star Spangled Banner ‘Genera next sep” | Commi o dase barton evi | hgh per Neca events or progress in| personal cing the clo eehing Ghatlenge based | teaching. ees cla’ progres Detniely curt fn commitment to setoaleclot lasso insights ito semen teaching. 7 2 Sinicant growth | Increased seniviyy | Steady course personal change of atitide, | Incremental progress development fandawareness of” | of which the teaching idence of conneton. sistant may not be synthesis of ‘enon aware. perience nto goals ‘or plan of action, ‘win implications for the fate. i cedwlocl/volunteer/uplo: rubri singer group is Pretty Ricky...” “] like spelling, reading and singing. My favorite sport is basketball. I like to watch a lot comedy tv shows. My favorite movie is the color purple ‘and Friday After next. I am 11 years old and my birthday was Sunday. I like to eat spaghetti. My favorite rapper is lil” scrappy. My favorite ttps/Avwew.otterbein.edu/wp-contentfuploads/2018/10/williams.paf fill this table with your scoring. Criteria | Excellent | Very Good | Satisfactory ‘Needs Work. Unsatisfactory Scoring Writing Quality Description of Service Learning Sessions Insights and Understanding Commitment and Challenge Progress and Leadership Development i 135 Chapter 4 - Teaching and Assessing Prose and Dramatic Prose BA> task 2: Let's Search 5 nts Formulate 5 questions to check your stud announcement posted. understanding Of the } ‘Student Volunteers Needed! aiding | Ga ee 2 en 9A rn ab | Bese amon Te pew at tee pts mas ruses | Make posters 1PM-4PM, Deceber 5 Setup gym WAMAPM. December 1th ep perme SAMAR Decenberth | Welcome guests 1OAM-2°M. December tah ean 9p gym MPMI PM go Pecrmbernat dnd rte students shou speak th Ms Baton the mus teacher Students who would te toe atthe festa "asthine writen persion rom aprent eg. REFERENCES (C012). The children’s hour: Stories on childhood. Diliman, Q.C.: University of the Philippines Press. Abelardo, V. (2013). Literature for foday’s children, Manila: Philippine Graphic Arts Coody, B, (2002). Using literature with young children Dubuque, IA: W.C. Brown Publishers Glazer, 1.1. 2011), Literature for today’s children, New York: Macmillan, Lynch-Brown, C. (2012). Essentials of children’s literature. Boston: Allyn and Bacon, Profs, L.M, (2008). Literature for Filipino children, Quezon City: Ken Tomlinson, C. (2012). Essentials of children s literature. Boston; Allyn and Bacon, hitps:towmets org/vef junioriprepare/stondard_sample_questions/readt 1 2 can.edwocl/volunteer Tue eee _comprehension! hts oterben edwwp-conten/upload/2018/1O/villisme nt psc innate campaign canpeignnamnes 22266736300, hntpsu/worwwikihow.com/Write-s-Reflection-Paper HiSH{%42226873630%22:0)) PRVAZv the Teaching and Assessment of Literature Studies