The

Teaching and Assessment

of
Literature Studies
Prepared by your Pre-Service Teachers
Gerodias, Retchie Lou V.
Gordevilla, Marietess B.
The pre-service teachers will
discuss about,

• Poetry and its sub-

classifications
 COMPETENCY 1:

Comprehending
Poetry
“ You cannot teach what you
do not have.”
 Task 1: Let’s organize!
Sonnet Elegy Idyll Tragedy Monologue
Ballad Psalm Haiku Allegory Soliloquy
Ode Epic Comedy Burlesque Tanka
Limerick Blank Verse Epitaph Free Verse

A. NARRATIVE B. LYRIC C. DRAMATIC

Task 2: Let’s Play!

CHOICES
A. Nothing
B. Egg
C. Shadow
D. Your Imagination
E. Windmill
Task 2: Let’s Play!

CHOICES
A. Nothing
B. Egg
C. Shadow
D. Your Imagination
E. Windmill
 What
is
poetry?
 Poetry
• oldest form of literature.
• uses aesthetic and often rhythmic qualities
of language.
• has three main genres: narrative, lyric
and dramatic.
 Poetry
1. Narrative poems are those that tells a story;
they have the story elements such as characters,
setting, plot, and theme.

 allegory uses an extended metaphor to make a point.

 ballad are poems that can be sung.
 burlesque is a mock-epic poem presented in a melodramatic way.
 epic is a long poem that tells a story of a legendary hero.
 Poetry
2. Lyric poems are those that can be sung; uses song-
like and emotional words.

 riddle is a short mystifying lyric poem that poses a question.

 elegy is a mournful poem.
 haiku is a seventeen-syllable poem that uses natural imagery.
 sonnet is a fourteen-line poem in iambic pentameter with a specific
rhyme scheme.
 Poetry
3. Dramatic poems are those that express a
characters’ point of view.

 monologue is a speech given by one character to another, or by

one character to the audience. (dramatic verse)
 soliloquy is a speech given by one character to himself or herself.
(inner monologue)
 Task 3: Let’s fill-out!
BALLAD OF A MOTHER'S HEART BY JOSE LA VILLA TIERRA
The night was dark,
For the moon was young,
And the Stars were asleep and rare,
The clouds were thick,
Yet Youth went out,
To see his Maiden fair.
Dear one,
he pleaded as he knelt before her feet in
tears.
My love is true,
Why you have kept me waiting all this
years?
The maiden looked at him.
Unmoved it seemed,
And whispered low.
Persistent Youth, Still in his hand he held the prize,
You have to prove by deeds, That would win his Maiden's
Your love is true. hands.
"There's not a thing But he thought of his mother
I would not do for you, Beloved" said he. dear,
"Then, go." said she. "To your mother So kind, so sweet, so fond.
dear,
And then,
And bring her heart to me.
he heard a voice!
Not from his lips,
Without another word, But all apart!
Youth left and went to his mother dear.
He opened her breast and took her heart! "Get up" it said.
But he did not shed a tear. "Were you hurt, Child?"
It was his mother's heart.
Then back to his Maiden fair,
He run unmindful of the rain.
But his feet slipped, And he fell down,
And loud, he groaned with pain!
Task 3: Let’s fill-out!
Poetic Devices
 3 Types of Poetic Devices
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.
• 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)
• 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)
• Spondee (/ /) has two syllables that are consecutively stressed.

Ex. It was many and many a year ago (Poc, Annabel Loc)
• 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)
• 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 of Sennacherib)
2. Devices that enhance meaning
Figures of speech are poetic devices that enhance the meaning
of a poem.

• Simile directly compares two unlike things or objects using "as or like."
Ex. A poem as lovely as a tree (J. Kilmer)
• Metaphor, unlike a simile, makes an indirect comparison between two unlike
Ex. It is the star to every wandering bark. (W. Shakespeare)
• Personification gives human attributes to inanimate objects.
Ex. The maple wears a gayer scarf. (E. Dickenson)
• Hyperbole is noted for the use of exaggerations.
Ex. They stretched in never-ending lines (W. Wordsworth)
• Hyperbaton defies conventions in writing just to suit the intended
poetic, rhythmic pattern.
Ex. Ten thousand saw I at a glance... (W. Wordsworth)
 3 Types of Poetic Devices
3. Devices that intensify the mood.
Figures of sound are the poetic devices used to build up the dynamic outlook of a poetic
piece.

• 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)
• 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.Poc)
• Assonance is noted for the repetition of the same vowel sounds in the line of a poem.
Ex. Who knows why the cold wind blows (K. Roper)
• 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)
 Task 4: Let’s Analyze!
Sonnet 116: Let me not to the marriage of true minds
By WILLIAM SHAKESPEARE
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.

O no!it is an ever-fixed mark
That looks on tempests and is
never shaken: It is
the star to every wandering bark,
Whose worth's unknown, although his height be taken.
Love's not Time's fool, though rosy lips and
cheeks
Within his bending sickle's compass come
 Task 4: Let’s Analyze!
RHYTHM FIGURES OF FIGURES OF
SPEECH SOUND
Thank you so much for your

participation.
 Task 5: Let’s Write!
Using at least 4-5 poetic devices, compose your sonnet reflective of the COVID-19
pandemic.
In midst of chaos, where the world stood still,
A pandemic swept across the lands unseen,
A virus, spreading with a deadly will,
Infecting all, regardless of their sheen.
The streets, once filled with laughter and song,
Now empty, as fear grips each passing soul,
Families, separated by the miles,
Finding solace in a virtual embrace,
Connected still, through miles and laughter,
Finding strength in love, despite the space.
Reflective of the change we must conceive,
To care for nature, and let it grow,
And as we reflect on those trying times,
We found resilience in so many ways.
 Task 6: Let’s Compose!
Read two (2) of Matsuo Basho’s most popular haiku and compose your own.

I stop to listen; Fresh snow on the mat -

the cricket the shape of welcome
has done the still visible
same.
 Task 7: 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.
Thank you so much for your

participation class !