𝕿𝖊𝖆𝖈𝖍𝖎𝖓𝖌

𝕰𝖓𝖌𝖑𝖎𝖘𝖍
𝖙𝖍𝖗𝖔𝖚𝖌𝖍
𝕷𝖎𝖙𝖊𝖗𝖆𝖙𝖚𝖗𝖊

ROWELYN B. ALICANTE
Instructor
Unit 1: Analysing Literature: Introduction to the
Language of Literary Texts

Introduction
This unit focuses primarily on how to create diverse opportunities for
students at the level to develop their English language skills through
exposure to the language of literature. This will involve engaging
students with various genres of literature such as poetry, fiction and
drama to develop their vocabulary and mastery of grammatical
structures. The unit also aims to help you introduce to your students the
different stylistic forms of literary texts. The objective of this unit is to
enhance language use through familiarity with a range of vocabulary
and structures as used in literary texts. This approach to the study of
literary texts, leading to language-literature integration, sees literature
classes as laboratories or practical workshops for the development of
students’ language and communicative competence.

Unit outcomes
Upon completion of this unit you will be able to:
 enable your students to enhance their vocabulary with interactive
tasks using poetry,
 familiarise students with the special uses of language in drama by
converting a prose text into a short play, and
 analyse children’s literature using students’ language resources.
Outcomes
The smaller number of words in many poetic forms helps to keep language learners at early stages
from being overwhelmed. Precise and purposeful word choice provides an opportunity for close
reading at all stages and prompts rich vocabulary discussions as students debate multiple meanings,
nuance, and author’s intent.

Visualizing poetry to build comprehension and vocabulary

Poetry provides an opportunity for close reading at all stages of language acquisition. Make this
process engaging and connect language learners to descriptive vocabulary with poems that utilize
powerful imagery, such as Edgar Allen Poe’s “The Bells” or “The Shark” by Edwin John Pratt.

Make close reading fun by asking learners to use the efforts of their thorough and critical reading skills
to create a visual version of a poem; using images to more clearly illustrate the meaning of words and
phrases.

As students work to find or create appropriate imagery they need to read, reread, and analyze the
words in each line of a poem. This close reading process helps language learners build fluency with
the text as they work to identify and understand the meaning of the author’s words and the emotions
they are trying to convey.

Student’s attempts to convey the meaning of the poem through imagery, and even music, can also
help you better evaluate their comprehension, especially at early stages of language acquisition. This
process also provides language learners an opportunity to demonstrate understanding without the
pressure of producing oral language.

Many poems use figurative language to convey meaning through a small number of words. You might
share Carl Sandburg’s “The Fog” which uses a metaphor that many language learners will understand.

Figurative language is often culturally specific, and one of the hardest skills for ELLs to acquire. You
can read Paul Lawrence Dunbar’s “Sympathy” to your students and follow it up with Maya Angelou’s
poem “I Know Why the Caged Bird Sings” and Alicia Keys song “Caged Bird” to show how the similar
imagery is used by authors with the same cultural heritage.

Writing poetry

Along with the benefits of reading poetry, writing poetry also offers opportunities for building language
acquisition. To reach your language learners you will want to be intentional in the poetry form and
content you choose to have them write and provide scaffolds to help them during the writing process.

Choose a poetic form that matches your learners

Writing their own original poetry is not out of reach for ELLs, especially if you can choose a short,
structured form such as acrostic or haiku.
Writing their own original poetry is not out of reach for ELLs. Take advantage of poetry forms that meet
the literacy goals you have for your language learners. Many forms of poetry, such as clerihew, have a
specific structure that provides direction in how to write. Other forms, like acrostic, don’t require
sophisticated use of syllables or rhyme.

Haiku poetry’s 5-7-5 form requires the writer to consider syllables, providing students with an authentic
context for syllable counting. You will find students clapping their hands or tapping their toes under
their desks as they work to identify the correct number of syllables. Haiku poetry should also contain a
“kigo,” or season word, providing an opportunity to build science vocabulary and terminology.

Use poems with repetition to encourage reading and writing fluency

Poems that use repetition are a great way to help language learners build reading fluency. You can
also use these poems to support student writing by having them adapt or extend the poem.

For early-stage language learners, try a cloze-style approach to a poem adaptation or extension. For
example, you can create a template that helps students write an additional verse for the Navajo chant
“Twelfth Song of Thunder” from the Common Core Exemplar Texts for grades 6-8.

The voice that beautifies the land!

The voice ______, (direction preposition)
The voice of the ________(noun)
______________ (description of location)
Again and again it sounds,
The voice that beautifies the land.

The open-ended nature of this cloze-style activity gives students choice, opportunities to write at their
stage or level, and makes vocabulary-building less tedious.

You can also use repetitive words and phrases to engage language learners in writing poems about
the content they are learning. Take the poem “Witch, Witch” for example.

Witch, Witch, Where do you fly?

Under the clouds and over the sky.

Witch, Witch, What do you eat?

Little black apples from hurricane street.

Witch, Witch, What do you drink?

Vinegar and good red ink.

Witch, Witch, Where do you sleep?

Up in the clouds where the pillows are cheap.
Depending on the content you are studying, create a model for students that simply changes the
subject of the poem to something like:

 Bear, Bear, Where do you sleep?

 Pontiac, Pontiac, Where do you sleep?
 Saturn, Saturn, Where do you sleep?

Then ask students to write a rhyming answer to each line of this 5W’s-style poem.

Even if every learner in your class is writing the same poetry form, their work is naturally differentiated
by stage of language acquisition, which determines the amount of words they can access and utilize.
Encourage students at higher levels of language acquisition to find words that show rather than tell to
help them not only build vocabulary but develop stronger skills as writers.

Record and present poetry to build fluency

Poetry performance is a perfect opportunity to build reading and oral fluency. As they practice their
poems, the repeated readings improve fluency. As speed improves, less cognitive effort is spent
decoding the words, so more can be spent on comprehension. (S. J. Samuels, 1979)

You can encourage students to read poetry orally, but researchers in the field of language acquisition,
like James Asher, have shown that the most effective language learning doesn’t involve any stress.
Using a headset microphone, along with a digital tool like Wixie, means that students can record a
reading of their poem, then immediately listen to their performance. Language learners can delete and
record again, repeating this process until they are proud of the result and able to show off their fluency,
without having to do it on command in front of peers.

Publish poetry for authentic literacy work

Even at early stages of language acquisition, it is important to ask students to produce meaningful
work. Publishing and sharing their work not only encourages additional effort and fluency practice, it
shows students that you feel their work and effort is valuable.

If students have created visual representations of existing poems, print their work so other students
can connect the words and images as they read. Share these with your school’s journal or news
magazine team for inclusion in an upcoming issue. You can also share their work online or through
YouTube so other classrooms can use them to support their exploration of how a poem author uses
word choice to paint a picture in the reader’s mind or feel a specific emotion.

If students have written their own poetry or extended an existing poem, design visual versions as well.
If you have used a digital publishing tool like Wixie, export their pages as images and upload them to a
photo-sharing service. Then you can publish a professional-looking coffee-table style book students
can be proud to show off in your classroom or the school office.

Unlocking the Big 5 in Reading through the Power of Poetry

Poetry is a great tool to support the Big Five in reading. The big five in reading are phonological
awareness, phonics, fluency, vocabulary, and comprehension. While upper elementary teachers often
focus on vocabulary and comprehension, students may still struggle with phonological awareness,
phonics, and fluency.

One way to incorporate more poetry into your lessons is by using a Poem of the Week routine. This
routine allows you to focus on a different poem each week and gives your students a variety of tasks to
help them analyze and understand the poem.

Phonological Awareness
Phonological awareness involves having an awareness of all the levels within the sound system.
Poetry can be used to help students identify and distinguish between words within a sentence, rhyming
units within a word, and syllables.

One way to incorporate phonological awareness activities into your poetry lessons is by having
students identify the rhyme scheme of a poem. For example, students can identify the AABA rhyme
scheme in Robert Frost’s poem, “Stopping by Woods on a Snowy Evening.” Then, they can orally
produce more words that end in the long o sound, which is the pattern in the poem.

Another activity that can help develop phonological awareness is an oral word ladder. Students are
given a word in the poem, and then they make changes or substitutions to that word to produce new
words.

For instance, students could start with the word “snow” and change the “sn” to “bl” to get “blow.” They
could then change the “bl” to “gr” to get “grow,” and finally change the “ow” to “ip” to get “grip.” This
activity helps students develop fluency with isolated sounds and see connections between sounds and
words.

Phonics
Phonics refers to the relationship between letters in the written language and the individual sounds in
the spoken language the letters represent. Poetry can be used to help students understand this
relationship.

One activity that can help develop phonics skills is to use the rhyme scheme within the poem and
expand that word family. Students can write down the words that are part of the rhyme scheme and
sort and categorize them into word families.

Another activity that can help develop phonics skills is a syllable hunt/sort. Students can use the poem
to search for all the different syllable types and see if they are represented in the poem. Students can
select ten words from the poem and break down those words into syllables.

Fluency
Fluency involves the ability to read with accuracy, speed, and expression. Poetry can be used to help
students develop fluency skills.

One activity that can help develop fluency skills is choral reading. Choral reading is when a group of
students read a poem aloud together. This activity allows students to hear themselves and their
classmates read the poem with expression and rhythm.

Additionally, performing poetry can also help develop fluency skills. Students can perform poems
individually or in groups. This activity encourages students to pay attention to the rhythm and meter of
the poem and to read with expression.

Vocabulary
Vocabulary involves knowing the meaning of words. Poetry can be used to help students develop
vocabulary skills.

To enhance their vocabulary, students can engage in various activities such as hunting for roots,
affixes, and suffixes. For instance, they can search through a poem and identify words that contain a
specific prefix or suffix, or use their knowledge of affixes to determine the meaning of a word.

Another useful technique is using context clues to decipher the meaning of unfamiliar words. Poems
are often full of descriptive language, synonyms, and antonyms which makes them great examples for
students to practice using context clues.

Additionally, students can explore imagery and figurative language to further develop their vocabulary.
By engaging in these activities, students can improve their language skills and become more proficient
communicators.

Comprehension
Comprehension is the ultimate goal and culmination of all the other pillars of reading. It happens when
students can derive meaning and understanding from a written text.

To achieve comprehension, students can participate in various activities:

 Sequence the events in the poem.

 Identify the speaker & their point of view
 Summarize the poem

Another useful technique is to use paired texts, where students find a nonfiction text on the same topic
or a fiction text with a similar theme as a poem and compare and contrast the two. This technique can
help students prepare for end-of-year tests that often have questions related to paired texts. However,
you do not need a practice test to expose their students to paired texts. You can find an article on the
same topic as the poem on platforms like NEWSELA or Time for Kids. By engaging in these activities,
students can enhance their comprehension skills and become better readers.
Activities on the LIMS

Prose can be a rather general literary term that many use to describe all types of writing. However,
prose by definition pertains to specific qualities of writing that we will dive into in this article. What is the
difference between prose and poetry and what is prose used for? Let’s define this essential literary
concept and look at some examples to find out.

What is prose?

In writing, prose is a style used that does not follow a structure of rhyming or meter. Rather, prose
follows a grammatical structure using words to compose phrases that are arranged into sentences and
paragraphs. It is used to directly communicate concepts, ideas, and stories to a reader. Prose follows
an almost naturally verbal flow of writing that is most common among fictional and non-fictional
literature such as novels, magazines, and journals.

Four types of prose:

Nonfictional prose

Fictional prose

Prose poetry

Heroic prose

Prose vs poetry
To better understand prose, it’s important to understand what structures it
does not follow which would be the structure of poetry. Let’s analyze the
difference between prose vs poetry.

Poetry
Poetry follows a specific rhyme and metric structure. These are often lines and
stanzas within a poem. Poetry also utilizes more figurative and often
ambiguous language that purposefully leaves room for the readers’ analysis
and interpretation.

Finally, poetry plays with space on a page. Intentional line breaks, negative
space, and varying line lengths make poetry a more aesthetic form of writing
than prose.

Take, for example, the structure of this [Why] by E.E. Cummings. Observe his
use of space and aesthetics as well as metric structure in the poem.

E.E. Cummings Poem

E.E. Cummings may be one of the more stylish poets when it comes to use of
page space. But poetry is difference in structure and practice than prose.
Prose
Prose follows a structure that makes use of sentences, phrases, and
paragraphs. This type of writing follows a flow more similar to verbal speech
and communication. This makes it the best style of writing to clearly articulate
and communicate concepts, events, stories, and ideas as opposed to the
figurative style of poetry.

Take, for example, the opening paragraph of JD Salinger’s The Catcher in the
Rye. We can tell immediately the prose is written in a direct, literal way that
also gives voice to our protagonist.

If you really want to hear about it, the first thing you’ll probably want to
know is where I was born, and what my lousy childhood was like, and how
my parents were occupied and all before they had me, and all that David
Copperfield kind of crap, but I don’t feel like going into it, if you want to know
the truth.

From this example, you can see how the words flow more conversationally
than poetry and is more direct with what information or meaning is being
communicated. Now that you understand the difference between poetry, let’s
look at the four types of prose.

Types of prose
While all four types of prose adhere to the definition we established, writers
use the writing style for different purposes. These varying purposes can be
categorized into four different types.

Nonfictional prose
Nonfictional prose is a body of writing that is based on factual and true events.
The information is not created from a writer’s imagination, but rather true
accounts of real events.

This type can be found in newspapers, magazines, journals, biographies, and

textbooks. Anne Frank: The Diary of a Young Girl, for example, is a work
written in nonfictional style.
Fictional prose
Unlike nonfictional, fictional prose is partly or wholly created from a writer’s
imagination. The events, characters, and story are imagined such as Romeo
and Juliet, The Adventures of Tom Sawyer, or Brave New World. This type is
found as novels, short stories, or novellas.

Heroic prose
Heroic prose is a work of writing that is meant to be recited and passed on
through oral or written tradition. Legends, mythology, fables, and parables are
examples of heroic prose that have been passed on over time in preservation.

Prose poetry
Finally, prose poetry is poetry that is expressed and written in prose form. This
can be thought of almost as a hybrid of the two that can sometimes utilize
rhythmic measures. This type of poetry often utilizes more figurative language
but is usually written in paragraph form.

An example of prose poetry is “Spring Day” by Amy Lowell. Lowell, an

American poet, published this in 1916 and can be read almost as hyper short
stories written in a prose poetry style.

The first section can be read below:

"Bath

The day is fresh-washed and fair, and there is a smell of tulips and narcissus
in the air.

The sunshine pours in at the bath-room window and bores through the water
in the bath-tub in lathes and planes of greenish-white. It cleaves the water
into flaws like a jewel, and cracks it to bright light.

Little spots of sunshine lie on the surface of the water and dance, dance, and
their reflections wobble deliciously over the ceiling; a stir of my finger sets
them whirring, reeling. I move a foot, and the planes of light in the water jar.
I lie back and laugh, and let the green-white water, the sun-flawed beryl
water, flow over me. The day is almost too bright to bear, the green water
covers me from the too bright day. I will lie here awhile and play with the
water and the sun spots.
The sky is blue and high. A crow flaps by the window, and there is a whiff of
tulips and narcissus in the air."

While these four types of prose are varying ways writers choose to use it, let’s
look at the functions of them to identify the strengths of the writing style.

Function of prose in literature

What is prose used for and when? Let’s say you want to tell a story, but you’re
unsure if using prose or poetry would best tell your story.

To determine if the correct choice is prose, it’s important to understand the

strengths of the writing style.

Direct communication
Prose, unlike poetry, is often less figurative and ambiguous. This means that a
writer can be more direct with the information they are trying to communicate.
This can be especially useful in storytelling, both fiction and nonfiction, to
efficiently fulfill the points of a plot.

Curate a voice
Because prose is written in the flow of verbal conversation, it’s incredibly
effective at curating a specific voice for a character. Dialogue within novels and
short stories benefit from this style.

Think about someone you know and how they talk. Odds are, much of their
character and personality can be found in their voice.

When creating characters, prose enables a writer to curate the voice of that
character. For example, one of the most iconic opening lines in literature
informs us of what type of character we will be following.

Albert Camus’ The Stranger utilizes prose in first person to establish the voice
of the story’s protagonist.
“Mother died today. Or, maybe, yesterday; I can’t be sure. The telegram from
the Home says: YOUR MOTHER PASSED AWAY. FUNERAL TOMORROW.
DEEP SYMPATHY. Which leaves the matter doubtful; it could have been
yesterday.”

Build rapport with the reader

Lastly, in addition to giving character’s a curated voice, prose builds rapport
with the reader. The conversational tone allows readers to become familiar
with a type of writing that connects them with the writer.

A great example of this is Hunter S. Thompson’s Hell’s Angels. As a nonfiction

work written in prose, Thompson’s voice and style in the writing is distinct and
demands a relationship with the reader.

Whether it is one of contradiction or agreement, the connection exists through

the prose. It is a connection that makes a reader want to meet or talk with the
writer once they finish their work.

Prose is one of the most common writing styles for modern writers. But truly
mastering it means understanding both its strengths and its shortcomings.

Guide to summarising a prose text

The prose text below is used to illustrate how you can summarise a prose
passage.

Guide to summarising a prose text

Step 1: Read the prose text below carefully.

There were mosquitoes everywhere when the rain came. John found some in
his shoe. Emily saw three on the cooking pot and their father found several in
his car. The whole village was infested with mosquitoes. This situation made
the whole village call a meeting. They had a debate. How would they get rid of
the mosquitoes? Every person got a chance to speak, and everyone listened
carefully. The people discussed each of the suggestions made by both the wise
and the foolish. However, none of the ideas was good enough. Then, an old
woman who was sitting at the edge of the group, put up her hand. She told the
villagers that in a small bush far away near Benue River, there was a plant with
anti-mosquito odour. It was a magic herb. When it was burnt, the smell
attracted all mosquitoes to the fire. The people decided that this was an
excellent idea so they sent three people to get the plant.

Step 2: Gather the most important points in the passage:

Mosquitoes everywhere/whole village infested/issue worrisome/discussion

of the issue/old woman’s suggestion/plant in a bush near Benue River/attracts
mosquitoes/three people sent to get the plant.

Step 3: Change the notes into two sentences:

During the rainy season, mosquitoes infested the village, creating a worrisome
situation that needed to be solved. The villagers accepted the suggestion of an
old woman to use a plant near Benue River that could attract all mosquitoes
and destroy them.

Activities on the LIMS