TALS PRELIM Literary Competency (Thaler, 259) – literary
consists three parts that are connected:
CHAPTER 2: TEACHING AND ASSESSMENT OF
LITERARY STUDIES (AN OVERVIEW)
TEACHING
❖ “The practice implemented by
teacher aimed at transmitting skills
(knowledge, know-how, and
interpersonal skills) to a learner, a
student, or any other audience in the
context of an educational institution”
(Wikipedia).
ASSESSMENT
❖ “The systematic process
documenting and using empirical data
on the knowledge, skill, attitudes,
aptitude and beliefs to refine programs
and improve student learning”
(Wikipedia).
LITERATURE
❖ Broadly refers to any collection of
written or oral work – art form to
academic writings or newspaper
(Wikipedia)
❖ Any form of writing which deals with the
significant human experience – his
society and his experiences – which is
artistically conceived for an effect
(Malonzo, 2014).
❖ The enactment of human possibilities, or
a vehicle that will help us discover more
about ourselves and the meaning we
can make of life (Malonzo, 2014).
LITERATURE STUDIES (Study Smarter)
❖ Students of literary studies do close
readings and analyze texts from various
genres based on different kinds of
literary theory and criticism.
❖ Often highly interdisciplinary – history,
theories of culture and ethnicity,
political science, philosophy, sociology,
psychology, and more
LITERATURE COMPETENCIES IN ENGLISH K TO 12
CURRICULUM
COMPETENCY
▪ the capability to apply or use a set of
related knowledge, skills, and abilities
required to successfully perform "
critical work functions " or tasks in a
defined work setting
o Knowledge (about the history of
literature and literary theory)
o Attitude (the joy of reading, having a
a sense of quality and intercultural
consciousness)
o Skills (reading, understanding,
analyzing, and creating)
▪ Grade 7 Philippine Literature
▪ Grade 8 Afro-Asian Literature
▪ Grade 9 Anglo-American Literature
of ▪ Grade 10 World Literature
▪ Grades 11 - 12 21st Century Literature
from the Philippines and the World
VALUES OF LITERATURE
ENTERTAINMENT
❖ Enjoyable way to pass the time
o Inherently subjective: Being
entertained is important, but being
bored does not give anyone license
to reject a work outright.
POLITICAL
❖ Change the way people live with and
influence each other
o Persuasive: Politics is about the
management and flow of power.
And power, like electricity, flows from
one end of a circuit to another to
make things happen. Reading a
work can jolt someone into action.
ARTISTIC
❖ Contemplate the nature of beauty and
human creativity
o There are many works of literature
that experiment with the limits of
language and its expressive power.
CULTURAL
❖ Sheds light on the place and time of the
author of the work
o A window to a new world: Authors
are still regular people like us. They
care about what is happening in the
world around them, and they have
experiences in life that shape their
attitudes toward various issues. Their
work addresses the attitudes,
 customs, and values of their time (or
another time).
HISTORICAL
❖ Understand the past and how the world
has evolved
o What we have gained and what we
have lost: The cliché about history is
true – the less we know about how
things were, the more likely we are to
relive them.
PHILOSOPHICAL
❖ Explores human knowledge, how we
know and what we know
o Who am I? Any artist must interact
with the world to represent it; he
must, to some extent, know the
world. Their works are often a source
of crisis that can create great drama
and raise intriguing questions.
MORAL
❖ Teaches a lesson that will inspire the
reader to live a better life
o Dangerous value to measure (e.g.,
censorship): According to Plato, we
must be careful not to hold moral
value as the most important one. We
must learn to appreciate works of
literature for its various kinds of value.
ETHICAL
❖ Asks questions related to the standards
of a " good" life
o Reflect on a moral code instead of
simply rejecting it or embracing it:
The reader can try to look through
the eyes of that speaker and see
what he or she sees. Seeing that
morality in action can shed light on
what it means or how it changes the
world.
IMPORTANT ETHICAL QUESTIONS:
● What is the good life?
● What is the excellent life?
● Where do the definitions of good and
excellent come from?
● Why do different definitions come into
conflict? On what basis do they
conflict?
TO MEASURE THE ETHICAL VALUE OF A WORK OF
LITERATURE, WE NEED TO ASK THE FOLLOWING
QUESTIONS:
● Do the characters make choices in the
work? What are those choices?
● Do the characters or speakers defend
particular beliefs or points ·of view?
What are they?
● What motivates those choices or beliefs
or points of view in the work?
● Where does the confidence in that
motivation come from in the work?
● Is there a crisis in that confidence in the
work? Why?
● To what place do those choices or
beliefs or points of view lead in the
work?
REMEMBER:
Yes, we can appreciate literature in the
negative: we can decide that it holds little to
no value for us, ethically speaking. But we must
be able to explain why it holds no value, the
same way we have to explain why it does.
CHOOSING BOOKS AND READING MATERIALS
IN TEACHING LITERATURE
A. FACTORS RELATED DIRECTLY TO STUDENTS
o Students’ level
o Students’ interest
o Students’ needs
o Student’ background knowledge
B. ASPECTS RELATED TO THE TEACHERS
❖ Teachers should use activities that
encourage students’ communication
and relate to their life
o use pre-reading, while reading,
and after-reading activities.
o use prediction making, jigsaw
reading, matching or gap- filling,
reading, comprehension,
debates, and creative writing
❖ Lessons should be student-centered.
❖ A resource which contributes to the
students’ personal growth
❖ A resource for literary and linguistic
development and they should not be
regarded as assessment material
MODELS OF TEACHING LITERATURE THE PERSONAL GROWTH MODEL

THE CULTURAL MODEL ❖ it is an attempt to create link between

❖ represents the traditional approach to the language model and the cultural
model.
teaching literature.
❖ the focus is placed on the use of
❖ learners explore and interpret the social,
language but used in a specific cultural
political, literary, and historical context
context.
of a specific text
❖ students have to be intellectually and
❖ encourage learners to understand
emotionally engaged in the lesson and
different cultures and ideologies in
especially in the reading activity.
relation to their own.
❖ students are encouraged to express
❖ views a literary text as a product.
their opinions and beliefs to make
❖ treated as a source of information connections between their own
about the target culture. experiences and the text and use of
❖ largely rejected by those in TEFL. critical thinking
❖ helps learners develop knowledge of
❖ considered as the information-based
ideas and language – content and
approach.
formal schemata, through different
❖ teaching methodologies tend to be
themes and topics.
teacher- centered.
❖ needs of the students’ personal
SUGGESTED ACTIVITIES: engagement with the reading of literary
texts.
● lectures
● explanation SUGGESTED ACTIVITIES:
● reading of notes and criticism
● reflection paper
THE LANGUAGE MODEL ● debate
● open-forum
❖ relies on the development of students’
● brainstorming
knowledge by working with familiar
grammar, lexical, discourse categories.
❖ it focuses on the way language is used APPROACHES IN TEACHING LITERATURE
in literary texts. 1. Information-Based approach
❖ it does not encourage creative thinking 2. Paraphrastic Approach
but the acquisition of information 3. Stylistic Approach
related to text. 4. Language-Based Approach
5. Personal Response Approach
❖ most common approach to literature in
6. Moral and Philosophical Approach
the EFL classroom
7. Skills Based Approach
❖ students can improve their language

❖ proficiency
APPROACH
❖ for linguistic practice.
❖ It is a way of dealing on something. A
❖ aims to be more learner-centered
way of teaching literature.
SUGGESTED ACTIVITIES:
TEACHING APPROACHES
● cloze procedure
● prediction exercises ❖ “Provides a model of the operation to
● jumbled sentences be used in presenting the content that
● summary writing leads to the development of reading
● creative writing skills” (Moody, 1983).
● role play
1. INFORMATION-BASED APPROACH
❖ “Gives knowledge and information to
students” (Thunithet, 2011)
❖ “Teacher-centered and demands a lot
of teachers input in giving students
various content of literary text like on
historical, political and social and
cultural background hence, knowledge
is delivered as a source of information to
students” (Rashid, Vethamini, and
Rhaman, 2010)
2. PARAPHRASTIC APPROACH
❖ Primarily paraphrasing and rewording
the text to simpler language or use other
languages to translate it. “Teachers use
simple words or less complex sentence
structure to make the original text easy
to understand” (Divsar, 2014).
3. STYLISTIC APPROACH
❖ Implies literary critics and linguistic
analysis. “It is for students to appreciate
and understand in a deeper manner of
the literary text” (Thunnithet, 2011).
❖ It helps students to interpret the text
meaningfully and develops language
awareness and knowledge.
4. LANGUAGE-BASED APPROACH
❖ Helps students pay attention to the way
the language is used when studying
literature. “It is student-centered and
activity-based for productive use of
language” (Chillon and Logan, 2014).
❖ “Engages students more
experiences and responses” (Ayden
2013)
5. PERSONAL-RESPONSE APPROACH
❖ Encourages students to make sense of
their experiences and personal lives with
a text themes (Rashid, Vethamani and
Rahman 2010)
❖ Engages individual in literary
reading as personal fulfillment and
pleasure can be met while developing
the language and literary competency
(Divsar 2014)
6. MORAL AND PHILOSOPHICAL APPROACH
❖ Seek moral values from a particular
literary text while reading it. “It helps
students to be aware of philosophical
and moral values identified them”
(Rashid, Vethamani and Rahaman,
2010)
❖ “Teachers are able to direct students to
achieve self-realization as well as
self-understanding while interpreting the
literary work” (Lim and Omar, 2007).
7. SKILL-BASED APPROACH
❖ The skill-based approach ensures that a
good amount of instructional time is
dedicated to teaching students how to
read, think, write, and speak in all
subject areas. Through Skill-based
teaching, students develop the ability to
read complex texts and express
sophisticated ideas on their own.
STRATEGIES IN TEACHING LITERATURE
K-W-L CHART
❖ A teaching strategy used to activate
prior knowledge, guide learning, and
assess understanding.
o K: What students already know
about the topic.
o W: What students want to learn or
find out about the topic.
o L: What students have learned
after studying the topic.
THINK-PAIR-SHARE
❖ A cooperative learning technique used
in classrooms.
o Think: Students individually think
about a question or problem
posed by the teacher.
and o Pair: Students then pair up with a
partner to discuss their thoughts
and ideas.
o Share: Finally, pairs share their
thoughts with the whole class.
THINK-PAIR-SQUARE
❖ A cooperative learning strategy similar
to "think- pair-share, " but with a larger
group interaction.
text
o Think: Students individually reflect
on a question or problem.
o Pair: Students then pair up with a
partner to discuss their thoughts
and ideas.
o Square: Next, pairs join with
another pair to form a group of
four, where they share and
compare their ideas.
COMBINING VARIOUS MEDIA EPIC

❖ Enhances engagement and ❖ A long narrative poem that tells a story

comprehension of a legendary hero.
❖ Using videos, audio clips, and visual “Beowulf”

presentations alongside text 2. LYRIC POEM

DRAMA METHOD ❖ Are those that can be sung; they use

❖ An educational strategy that song-like and emotional words to

describe a moment, an object, a
incorporates elements of drama and
feeling, or a person. They include:
theater into teaching and learning.
o Riddle
o Role playing
o Elegy
o Performances
o Haiku
o Reflections
o Sonnet
LATEST TRENDS IN TEACHING LITERATURE
RIDDLE
● Songs
● Video clip ❖ A short mystifying lyric poem that poses
● Role play a question.
● Storytelling/book
ELEGY
● literature through art
● story map ❖ A mournful poem as it honors the dead.
“O Captain! My Captain!”.

CHAPTER 3: TEACHING AND ASSESSING POETRY HAIKU

LESSON 1: COMPREHENDING POETRY ❖ A seventeen-syllable poem that uses

POETRY natural imagery to express an emotion.

SONNET
❖ Considered the oldest form of literature.
It is as old as history. It has three main ❖ A type of poem that consists of 14 lines
genres: narrative, lyric and dramatic.
and follows a specific rhyme scheme
1. NARRATIVE POEM and meter.
o Shakespearean
❖ Are those that tell a story; they have the (abab-cdcd-efef-gg)
story elements such as characters, o Petrarchan
setting, plot, and theme. They include (abba-abba-cdcdcd)
the following.
3. DRAMATIC POEM
o allegory
o ballad ❖ Are those that express the characters’
o burlesque
point of view. They are written from the
o epic
perspective of a character in the story.
ALLEGORY o monologue and soliloquy

❖ A narrative poem that uses an

extended metaphor to make a point.
“Animal Farm, by George Orwell.”
BALLAD
❖ A narrative poetry that can be sung.
BURLESQUE
❖ A mock-epic poem presented in a
melodramatic way.
LITERARY DEVICE
❖ In Poetry known 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.
3 TYPES OF POETIC DEVICES
1. Devices that create rhythm
2. Devices that enhance meaning
3. Devices that intensify the mood
1. DEVICES THAT CREATE RHYTHM
❖ Rhythms in English poetry refer to the
stressed (/) and unstressed (x) syllables.
Foot refers to the unit of each pattern.
o Iamb (x /) is the most commonly
used rhythm consisting of two
unstressed and stressed syllables.
Ex. Let me not to the marriage of
true minds (Shakespeare, sonnet
116)
o Spondee (/ /) has two syllables
that are consecutively stressed.
Ex. It was many and many a year
ago (Poe, Annabel Lee)
o Trochee (/ x) is opposite to Iamb;
it has two syllables, stressed and
unstressed. Ex. Between the dark
and the daylight (Longfellow, the
children’s hour)
o Dactyl (/ x x) is made up of three
syllables. The first is stressed, and
the remaining two syllables are
unstressed Ex. Half a league, half
a league (Tennyson, the charge
of the light brigade)
o Anapest (x x /) is the opposite of
dactyl. It consists of three
syllables: the first two syllables are
unstressed, and the last syllable is
stressed. Ex. Like the leaves of the
forest when Summer is green
(Byron, the destruction
Sennacherib)
2. DEVICES THAT ENHANCE MEANING
❖ The figures of speech are poetic
devices that enhance the meaning of a
poem.
o Simile directly compares two
unlike things or object using “as
or like.” Ex. A poem as lovely as a
tree (J. Kilmer)
o Metaphor, unlike a simile, makes
an indirect comparison between
two unlike Ex. It is the star to ever
wandering bark (W. Shakespear)
The morns are meeker than they
were (E. Dickenson)
o Personification gives human
attributes to inanimate objects.
Ex. The maple wears a gayer
scarf. (E. Dickenson) The waves
beside them danced, but they
(W. Wordsworth)
o Hyperbole is noted for the used
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)
o Hyperbaton defies convention in
writing just to suit the intended
poetic, rhythmic pattern. Ex. Ten
thousand saw I at a glance… (W.
Wordsworth) Love is not love
which alters when it alteration
finds… (W. Shakespeare)
3. DEVICES THAT INTENSIFY THE MOOD
❖ Figures of sounds are the poetic devices
used to build up the dynamic outlook of
a poetic piece.
o Onomatopoeia is the figure of
sound that uses words that mimic
the sound they represent Ex. How
they clang, and clash, and roar!
(E.A.Poe)
o Alliteration 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. Burns)
of
o Assonance is noted for the
repetition of the same vowel
sounds in the line of the poem.
Ex. Who knows why the cold wind
blows (K. Roper) The crumbling
thunder of seas (R. L. Stevenson)
o Consonance, unlike alliteration,
repeats the middle and final
consonants within groups of
words within the line of a poem.
Ex. He gives his harness bells a
shake (R. Frost) If you are a
dreamer, a wisher, a liar (S.
Silverstein)
LESSON 2: STRATEGIES IN TEACHING
ASSESSING POETRY
1. PREPARATORY PHASE
❖ Consists of pre-literary activities that
allow students to use their linguistic
abilities for a meaningful literary
experience.
o describing a character or a
scenario
o Quote Identification
▪ analyzing a book or poem
closely.
▪ locate specific quotes that
help explain your ideas or
show what the author is
trying to say.
2. INTERPRETATIVE PHASE
❖ Allows students opportunities to express,
negotiate, and refine their
interpretations of the text
o Spoken poetry
▪ Provides students with an
opportunity to engage
more deeply with the text
and express their
interpretations creatively
o Choral reading
▪ This encourages students
to engage with the text
collaboratively and
express their
interpretations collectively.
3. SYNTHESIS PHASE
❖ The final stage enables students to view
a text as a unique whole so that
activities such as commenting on the
poet’s work, writing a reader’s response,
and differentiated outputs will enable
them to foster their creativity.
o Writing a reader’s response
▪ Allows students to reflect
on their personal reactions
and insights gained from
the text
STRATEGIES IN TEACHING POETRY
1. Reading out loud
2. Unlocking familiar words
3. Paraphrasing
4. Keys method
/ READING OUT LOUD
❖ Read it slowly and familiarize the text
❖ Read in a normal and relaxed tone of
voice
❖ Applying proper intonation, pausing
and emotion
UNLOCKING UNFAMILIAR WORDS
1. Ask the students to identify the
unfamiliar words
2. Look for the identified words in the
dictionary
3. Teach them how to use context clues
4. Give them the idea on what is figurative
language (not real meaning)
PARAPHRASING
1. Write the poem into a modern prose.
(Straightforward)
2. Paraphrase it with the same message,
tense, and point of view
KEYS METHOD
Know - what do you Know about the poem's
language
TonE - what is the tonE of the poem
WhY - whY has the poet written that poem
Structure - what have you noticed about the
Structure of the poem
LESSON 3: DESIGNING A LEARNING PLAN
What is a learning plan?
❖ A learning plan is an indispensable tool
that enables teachers to carry out their
classroom activities effectively.
❖ It outlines what the target audience will
learn at a given period, how the
activities scaffold what the learners
need to demonstrate and how the
assessment measures performance.
IN DESIGNING A LEARNING PLAN
❖ Learners, being the target audience
❖ Learners are the primary consideration
❖ Teachers need to have their learners in
mind as they plan their lessons
❖ Analyzing the learners is central in
designing a learning plan.
⮚ According to Heinich et al. (1999), teachers ABCD- audience, behavior, condition, and
degree
need to analyze the demographic profile
of the learners (age, gender, family ⮚ Selecting appropriate/suitable methods,
background, and the socio- strata), their
media, and presentations to work with your
competency level (knowledge, skills, and
instructional strategy are essential to
attitudes), and their learning styles (visual,
making learning meaningful.
auditory, and kinesthetic).
⮚ Utilizing the method, media, and material,
LESSON PLAN INCLUDES THE FOLLOWING:
the teacher requires practice and
● Learning objectives preparation to make a powerful
● Resources needed presentation of the day
● Elements of the Plan
● Preparation
THE TEACHER MAY USE THE FOLLOWING
● Presentation
PROCEDURES:
● Practice
● Assessment 1. previewing the materials
2. preparing backup
COGNITIVE
3. preparing the environment
❖ Learners’ ability to process information in 4. preparing the learners, and
5. providing the learning experience.
a meaningful way

CATEGORIES:

● Knowledge, comprehension, ⮚ Requiring learners' participation is a must in

application, analysis, synthesis, a student-centered classroom.
evaluation ⮚ Evaluating performance of the students.
AFFECTIVE ⮚ Revising the learning plan

❖ Learners’ attitudes and feelings that are ⮚ Assessing the learner's and teacher's

a result of the learning process performance.

⮚ Evaluating the method's effectiveness,
CATEGORIES:
media, and materials used are necessary.
● Receiving, responding, valuing,
organizing, characterizing

PSYCHOMOTOR DESIGNING A LEARNING PLAN IN TEACHING

POETRY
❖ Learners’ ability to use motor skills to
❖ The ASSURE model is an instructional
learn
model that may ensure engaging and
CATEGORIES: meaningful learning in the classroom.
● Perception, set, guided response, 1. Analyze learners
mechanism, complex overt response, 2. State objectives
adaptation, origination 3. Select media and materials
4. Utilize media and materials
ANALYZE THE LEARNERS 5. Require learner participation
6. Evaluate and revise
❖ Identifying their expectations, goals,
⮚ Designing a learning plan is important
preferences, and needs.
because it provides clear objectives, a
❖ to understand your learner's needs,
structured approach, differentiation,
attitudes, current knowledge, and resource management, assessment and
abilities, especially how these factors will evaluation strategies, engagement and
relate to their achievement of your motivation, and opportunities for reflection
learning objectives and revision.
SMART- specific, measurable, attainable,
results, oriented, and time-bound

HOTS- higher-order thinking skills

LESSON 4: INTERACTIVE POETRY TEACHING
PROSE
OUTCOME-BASED EDUCATION
❖ (OBE) is education in which an emphasis
is placed on a clearly articulated idea
of what students are expected to know
and be able to do, that is, what skills
and knowledge they need to have,
when they leave the school system.
❖ 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 (ATS).
CHAPTER 4: TEACHING PROSE AND DRAMATIC
❖ “Prosa oratio,” are Latin words for prose,
meaning “straightforward.”
❖ It is verbal or written where speech flows
naturally and writing in a grammatical
way.
❖ “Everyday language”
❖ the language in prose is easier to read
❖ learners develop their reading skills,
acquire new words, expand vocabulary
knowledge and structures, and promote
proficiency in the language macro skills.

❖ In interactive poetry teaching, once the
ILOs are 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).
3P’s PLAN
Preparation, Presentation, Performance
❖ most common and popular form of
writing; allows us to communicate and
pass on ideas, provide and disclose
information, and or tell a story.
LESSON 1: COMPREHENSION AND
APPRECIATION OF PROSE
Most dictionaries: a form of written and spoken
language that is not verse.

PREPARATION ❖ “PROSAIC” - unromantic and lacking of

beauty and imagination
❖ This includes the motivating activity,
❖ a form of spoken and written language
reading the poem, and knowing about
the author's life. that does not call for any kind of
‘imagination’ and expressed in a
PRESENTATION straightforward manner.

❖ Consists of analyzing the poem's form CHARACTERIZATION:

and structure, drawing out the images POETRY
from the poem, explaining the literary
devices used, and unveiling the poem's ❖ composed of lines and rhythmic
message. patterns expressed in a free-flowing,
PERFORMANCE full-of-feeling, and imaginative manner.

PROSE
❖ This includes comparing the poem with
another and even doing reflective ❖ continuous, spontaneous flow of the
artworks. speaker’s or writer’s emotions and
feelings.
⮚ In the assessment tasks (ATs), the teacher
❖ feelings in prose are expressed in a
needs to hit the specified skill outcome
and, most importantly, allow the learners to controlled, restrained, and logical
demonstrate what they learned. Therefore, manner.
the performance, not the given task or POSSIBLE IN PROSE
activity, is given primary consideration if the
teacher targets quality instruction. ❖ argumentation, debate, technical
writing, philosophical writing, exposition,
policies, scientific writings
❖ require clarity, logic, and order.

❖ must have theme, content, and style or

manner of presentation
STRUCTURE
❖ Prose is made up of sentences and
paragraphs taken together to express
one idea or unit.
❖ Comprehension of prose 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.
❖ 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 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.
❖ language skills, vocabulary skills, among
others.
LESSON 2: RECALLING AND UNDERSTANDING
PROSE AND DRAMATIC PROSE
PROSE
❖ Derived from the Latin expression "Prosa
Oratio" means straightforward or direct
speech.
❖ It is a continuous speech.
❖ Uses sentences and paragraphs.
Example: I will not be doing weather because
you have the best weatherman in the
Philippines- Kim Atienza
TYPES AND VARIETIES OF PROSE
DESCRIPTIVE PROSE
❖ a piece of writing which is used to
describe things as they are.
Example: "I was looking up when the first clear
thunderbolt struck. It blazed against the sky
and sea; I could see its shape in perfect
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 torn, and
spots of brilliant blue shone above the
shadowed sea."
NARRATIVE PROSE
❖ a piece of writing focused on describing
events external or internal (could be
describing feelings and emotions). These
events must be factual and
photographic in presentation.
⮚ Descriptive is more passive while Narrative is
more active.
EXPOSITORY PROSE
❖ Deals with explanations or definitions.
❖ It aims to explain and clarify.
Literary prose usually appears in different
forms:
● fiction
● non-fiction
● novels
● short stories
● novelette
● 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, or satire.
❖ PROSE ALLEGORY - A prose fiction
wherein characters, ideas, and actions
are implied and represent something
else. The personification of characters is
concretely observed.
❖ FABLE - A story that uses animals as
characters to tell a moral lesson.
❖ PARABLE - A story that illustrates one or
more instructive lessons.
❖ MYTH - a traditional story written
anonymously that explains a mysterious
natural event or phenomenon.
❖ LEGEND - stories of creation and origins
of an object, place, or event.
 ❖ PROSE ROMANCE - Stories
supernatural or magical events,
fantastic and unrealistic.
❖ FAIRY TALES - Folkloric stories which are
about commonplace expressions and
themes that are typical such as
supernatural challenges and restoration
with characters such as cruel king and
wicked stepmothers and which mostly
have happy endings.
❖ FOLK TALES - 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"
❖ SATIRE - humorous stories used to ridicule
human vices and follies evident in its
plot.
NON-FICTION - writing based on factual,
realistic events, and real people.
Examples: essays Biography/ Autobiography, or
history, letter/ epistles Diaries Journals book
reviews literary criticism and scientific current
publication.
❖ ESSAY - analytical and interpretative
composition that deals with a subject
from a more personal point.
o It is briefly written and it describes,
clarifies, argues, or analyzes a
subject categorized as
narrative, persuasive, expository,
and descriptive.
o Focused: Essays concentrate on
a single theme or argument.
o Personal Voice: Often written in
the author’s voice, sharing
personal insights.
o Exploratory: Essays delve into
analysis, reflection, and
interpretation.
o Varied Length: Essays can be
brief or lengthier.
o Example Keywords: Reflection,
analysis, viewpoint, argument.
1. DESCRIPTIVE - places the picture in your
head; writes a creative story with compelling
plot; describing an event
2. EXPOSITORY - explains something; informs
and educates the reader about a particular
issue; investigates a particular subject
● 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
of 3. NARRATIVE - tells a story; creates some
compelling story on any subject that one can
imagine
4. PERSUASIVE - Sells opinion on the same topic;
wants the audience to agree; convinces
someone
5. PROCESS - Explains how to do something or
explain how something works. For example,
how to get a Philippine passport.
6. CAUSE AND EFFECT - Find the cause of
something and the effects it might have.
7. COMPARE AND CONTRAST - exposes key
differences and similarities between two
subjects by comparing them to each other
and contrasting them against each other like
comparing and contrasting two oranges or
two apples; we can compare and contrast
their colors, shape, size, etc.
8. BIOGRAPHICAL - The essay tells a story of a
person's life, achievements, and aspirations.
9. CRITICAL - analyzes, evaluates, and or
interprets a text where the author claims how
ideas or themes are conveyed
10. DIDACTIC - gives instruction that is focused
on a second-person viewpoint.
11. REFLECTIVE - experience or describes event
observed and examined where a writer
analyzes past events from the present point of
view.
a
12. BIOGRAPHICAL - tells a story of a person's
life, achievements, and aspirations.
13. NATURE - creative nonfiction about the
environment and or the narrator's encounter
with the natural environment.
14. PERIODICAL - refers to published journals
and articles in magazines or periodicals.
15. SATIRE - humorous stories used to ridicule
human vices and follies evident in its plot.
NOVEL - a long and complex invented prose
narrative dealing with human experiences with
events arranged in sequence,
▪ Length: Novels are substantial,
typically exceeding 50,000 words.
▪ Multifaceted: They explore
multiple themes, subplots, and
character arcs.
▪ World-building: Novels create
immersive settings.
 ▪ Narrative Depth: Characters
evolve over time, and the plot
unfolds gradually.
SHORT STORY - a story with limited length and
possesses the following elements such as
characterization, unity, cumulative interest,
climax, and resolution.
o can be stories about gods and
demons, anecdotes, mythical
tales, etc.
▪ Brevity: Short stories are
concise, usually spanning
1,000 to 7,499 words.
▪ Focused: They center on a
single event or moment.
▪ Self-Contained: Each short
story is complete in itself.
▪ Magazines and
Anthologies: Commonly
published in magazines or
anthologies.
NOVELETTE - in between short stories and
novels.
o Neither too short a story nor too
long as a novel.
o Compared to a short story, it is
more elaborate than a short
story.
o can be read in one sitting
o can produce a single
concentrate effect.
▪ Varied Themes: Originally
implied romance or
sentimentality, but now
spans any genre.
▪ Similar to Novella:
Sometimes called a short
novella or long short story.
DRAMA - written in dialogues intended for
presentation and/or interpretation by an actor.
The actor impersonating a character is the
essence of a drama in a make believe.
Performance: Dramas are meant for live
audiences.
Dialogue-Driven: Focus on dialogue, character
interactions, and conflict.
Staging: Consider sets, costumes, and acting.
Genres: Can span tragedy, comedy,
historical themes.
LESSON 3: IDENTIFYING MATERIALS AND
RESOURCES AND APPLYING STRATEGIES IN
TEACHING PROSE
⮚ Teaching prose holds a very special place
in the teaching of the English language.
Prose is intended for language learning
because it develops students' language
ability due to its intensive study of
language. Teaching prose is teaching
reading with comprehension.
⮚ It teaches students different reading skills
such as acquiring new vocabulary and
content words and many other skills. In
other words, learners are the most
benefited in the teaching of prose.
Teaching prose should be intensive as well
as extensive depending upon the need,
the class and 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 skills of language learning
OBJECTIVES OF TEACHING PROSE
1. to develop learners’ ability to read
aloud with correct pronunciation and
rhythm;
2. to enrich vocabulary of the learners;
3. to enhance learners' ability to
comprehend the meaning of the text;
4. to develop learners' ability to enjoy
reading short passage;
5. to express ideas freely orally and in
writing; and,
6. to enjoy reading and writing.
STEPS TO TEACH PROSE
1. Set induction with the use of proper
techniques and reinforcements by the
teacher
2. Announce the topic with proper
gestures to reach the student on the
topic.
3. Explain with proper illustrations, gestures,
and proper attire
4. Ask one or two developmental
questions to know students in the
teaching-learning process.
5. Recapitulate 4-5 questions after
communicating the lesson with proper
reinforcements
6. Ask evaluation questions in the
objective type
or 7. Provide assignments in essay type.
ANOTHER WAY TO PLAN FOR TEACHING PROSE C. DIFFICULT WORDS/STRUCTURES TO BE DEALT
WITH
1. Introduce the prose
2. Teach the structures ❖ Expose, clear and explain the new
3. Divide text into smaller units
words, difficult words, structures, idioms,
4. Teach vocabulary
phrases and other grammatical items.
5. Model reading
The exposition of all these items and
6. Silent Reading
their clarification is the main purpose of
7. Test comprehension
prose teaching.
8. Test application
9. Loud Reading D. SILENT READING BY THE STUDENTS
10. Give assignment
❖ Students may be asked to proceed on
PREPARING A LESSON IN TEACHING PROSE
to silent reading to clarify each and
MOTIVATION every point individually and increase
students' comprehension
❖ Motivation includes all tactics the
RECAPITULATION
teacher applies to get students ready
for the day's lesson. ❖ Teacher sums up the day's lesson,
❖ Teaching aids like flash cards, models, clarifies the student's doubts, and
charts, posters, material aids etc. can explains a few words or sentences
be used to provide a brief introduction which need more repetition and
about the lesson. elaboration.
❖ Introductory questions or a few EVALUATION
beginning questions are asked to arouse
students' curiosity for the new lesson. ❖ Teacher tests whether the set objective

❖ The motivation or introductory question has been achieved or not. The

evaluation can be carried out by
should serve as a presentation of the
means of questions, assignments,
day's lesson.
blackboard work, dramatization etc.
PRESENTATION
TEACHING PROSE STRATEGIES
❖ Presentation of the lesson should keep ● Silent Reading
the following in view: attention, o Fluency models
retention, and grasp of the students. o Vocabulary building
o Knowledge on concepts
A. MODEL READING BY THE TEACHER
o Improvement of attitude toward
❖ The teacher reads out the material reading
● Prose Performance
aloud making sure his/her voice is
o Lyric mode
audible and with a clear pronunciation,
o Dramatic mode
intonation, stress, rhythm, style etc.
o Epic mode
B. LOUD READING BY THE STUDENTS ● Dramatic Performance
o Exposure to language
❖ Students will be asked to read out the
conversation
passage loudly one by one to ensure o Understanding meaning
the correct tone, pronunciation, fluency o ordering and sequencing in
etc. (The teacher may explore other conversation
ways of making students read aloud) o develop skills: critical reading,
This is the teacher's time to correct any critical thinking, and creative
errors students make so they do not writing
carry on these mistakes forever.
HOW TO DO DRAMATIC PERFORMANCE

1. Connect personal experiences in the

events in the drama by using good
questioning techniques.
 2. Visualize characters while reading stage BASIC POETRY PROSE
directions. COMPARISON
3. Evaluate the words and actions of Language Often uses Typically uses
character and find out what motivates heightened, everyday
them. figurative language
4. Notice character changes language and
5. Compare characters and narrative
6. Analyze monologues and soliloquy imagery. style.
7. Read the play aloud Ideas Emphasizes Explores
8. Identify setting emotions, ideas and
9. Evaluate how the setting affects the themes, and narratives in
mood of the play concepts in a more
10. Identify major and minor conflicts a straightforwa
condensed rd manner.
TEACHING PROSE MATERIALS & RESOURCES
form.
● Books, textbooks, modules Line Breaks Structured Continuous
● Lesson plan with line flow without
● Curriculum guide breaks, line breaks,
● PowerPoint Presentation stanzas, and except for
● Videos varied paragraphs.
● Internet forms.
● Graphic presentations Purpose Aims to Focuses on
● Teaching aids (blackboard, laptop, evoke storytelling,
projector, etc.) emotions, conveying
provoke information,
thoughts, and
LESSON 4: ASSESSMENT IN TEACHING PROSE and convey developing
Journal entry is one way of assessing students' messages in characters
skills in prose. It develops critical and reflective a concise and plots.
thinking and provides teachers' input on manner.
students' understanding and comprehensions
of the text. 3. Prose journaling involves expressing
THREE MAJOR ASSESSMENT TECHNIQUES IN thoughts, feelings, experiences, reflections,
TEACHING PROSE or observations in a narrative style, similar to
how one might write a story or personal
1. Text search is focused on the text search essay.
skills of the students and allows the students
to comprehend what they read and
⮚ Journaling serves three purposes -
complete the puzzle the author intended
for the readers to solve. connecting, reflecting, and critical thinking.
o aims to check whether the students ⮚ Journaling serves three main purposes: it
understood the material well. helps you connect with yourself, reflect on
your experiences, and engage in critical
Ex: Imagine you're reading a book, and the
thinking.
author mentions a mysterious object. By paying
attention to the details and searching the text ⮚ Journaling allows students to self -assess
carefully, you can figure out what the object is their personal improvements.
and why it's important to the story. That's text
search!
“We got this!” :))
2. Comparing and contrasting are practical
ways of developing higher order thinking
skills by highlighting the importance of
details and by making meaning among
abstract ideas. It helps students identify and
clarify vague ideas between two concepts.
QUIZ

These are poetic devices used to build up the dynamic outlook
of a poetic piece.
-DEVICES THAT INTENSIFY THE MOOD
The value of literature lies in its unique distillation of culture. The
literature includes history, politics, social mores, and traditions.
-CULTURAL MODEL
In this model, the focus is on the engagement. Literature is used
to help students understand themselves better.
Describing a character or a scenario belongs to what phase?
-PREPARATORY PHASE
Enables students to view a text as a unique whole so that
activities, such as commenting on the poet's work, writing a
reader's response, and differentiated outputs will enable them to
foster their creativity.
-SYNTHESIS PHASE
In designing a learning plan in poetry, what model is described?

-THE PERSONAL GROWTH MODEL -ASSURE

Literary consists of three parts that relate to each other, these Below are suggested activities under what model?
are:
:cloze procedure, prediction exercises, jumbled sentences
-KNOWLEDGE, ATTITUDE, SKILLS
-LANGUAGE MODEL
A value of literature which is about the management and flow of
"Teachers are able to direct students to achieve self-realization
power
as well as self-understanding while interpreting the literary work"
-POLITICAL (Lim and Omar, 2007)

Poetic devices that enhance the meaning of a poem. -MORAL AND PHILOSOPHICAL APPROACH

-DEVICES THAT ENHANCE MEANING Grade 7: Philippine Literature, Grade 8: ?

Determine what type of prose is exemplified in the text below. -AFRO-ASIAN LITERATURE

"I was looking up when the first clear thunderbolt struck. It blazed Grade 9: Anglo-American Literature, Grade 10: ?
against the sky and sea; I could see its shape in perfect reverse
-WORLD LITERATURE
colors when I blinked. More followed. The thunder rumbled and
stuttered as if it could hardly keep up. There were openings in A piece of writing which uses sentences and paragraphs that
the cloud now, as if the sky were torn, and spots of brilliant blue sound similar to ordinary and natural flow of speech.
shone above the shadowed sea."
-PROSE
-DESCRIPTIVE PROSE
What can learners gain through their engagement with
A type of prose that deals with explanations or definitions. It also literature?
aims to explain and clarify,
a. a deeper understanding of the world
-DESCRIPTIVE PROSE
b. multiliteracies
A prose fiction wherein characters, ideas, and actions are
implied and represent something else. The personification is c. all of the above (CORRECT ANSWER)
concretely observed.
Why should teachers use literature in language teaching?
-PROSE ALLEGORY
-To help learners develop their understanding of their literary and
Humorous stories used to ridicule human vices and follies evident cultural heritage
in its plot
Paraphrastic and Stylistic approach?
-SATIRE
-Language Model
A sound device that involves the repetition of the first consonant
A student tells their teacher that they do not like reading and do
sound in multiple words within a line of the poem.
not see the point in studying literature. Which of the following is
-ALLITERATION the best response for the teacher?

Below are important ethical questions: - "I understand that reading may not be your favorite activity, but
it's important for developing critical thinking skills and making
● -What is the good life? connections to the world around us."
● -What is the excellent life?
Arrange the 3 initial steps in teaching prose
Diaries, Journals, book reviews, and literary criticism are
examples of? 1.Set induction

-NON-FICTION 2.Announce the topic

It gives an instruction that is focused on a second-person 3.Explain

viewpoint,
What does "recapitulation" mean?
-DIDACTIC
-Teacher sums up the day's lesson, clarifies student's doubts, and
Analyzes, evaluates, and or interprets a text where the author explains a few words or sentences which need more repetition
claims how ideas or themes are conveyed. and elaboration.

-CRITICAL

Repeats the middle and final consonant within groups of words

within the line of a poem.

-CONSONANCE