EL 119 REVIEWER

UNIT 2: TEACHING POETRY & DRAMATIC POETRY

REVIEW ON THE GENRES OF POETRY

Three Main Genres of Poetry

● Lyric poetry uses songlike and emotional words to describe a moment, an object, a feeling, or a
person.

● Narrative Poetry tells a story. Narrative poems are usually of human interest and include epics, or
long stories.

● Dramatic poetry also known as dramatic monologue, is meant to be spoken or acted. Similar to
narrative poetry, dramatic poetry tells a story. You’re most likely to find dramatic poetry in the form
of dramatic (or even comedic) monologues or soliloquies written in a rhyming verse.

LITERARY DEVICES

- Literary devices are particular techniques that allow a writer to express ideas more deeply than what is
written on the page.

- A literary device is a technique used by authors to point at a more larger themes, concepts, and
meanings in a story or work of literature. Literary devices come in a variety of forms, each of which
serves its own specific purpose.

1. Alliteration

- repetition of similar initial consonant sounds, particularly at the beginning of words. Alliteration is the
practice of repeating the same sound at the beginning of a series of words with the intention of creating
an audible pulse which gives a piece of writing a lyrical, emotive, or calming impact.

Example:

"For the sky and the sea, and the sea and the sky

Lay dead like a load on my weary eye"

from The Rime of the Ancient Mariner by Samuel Taylor Coleridge

"I heard it hitting the high leaves, and I

was happy" from The Copper Beech by

Marie Howe

2. Allusion

- A brief, indirect reference to a historical or literary person, event, or object. The author makes the
assumption that the reader will understand the reference and apply the applicable ideas and meaning to
the current context.

- Poems that contain allusions may not always cite the work or historical event they are referencing;
instead, allusions are typically inferred or indirect.

Example:
"Nothing Gold Can Stay" (1923) by

Robert Frost

Then leaf subsides to leaf.

So Eden sank to grief,

So dawn goes down to day.

Nothing gold can stay.

3. Apostrophe

- An apostrophe is a literary device in which the speaker addresses either an absent person or a non-
human object, idea, or being and it is commonly found in plays and poems.

- An emotional speech addressed to an intangible or abstract object or toward an absent person just like
they were there. It is often used in speeches to create powerful emotions.

Example:

“O Captain! my Captain! our fearful

trip is done,

The ship has weather’d every rack, the

prize we sought is won,”

4. Hyperbole

- Deliberate exaggeration in order to emphasize a fact or feeling. It can be used to create either a comic
or a serious effect. Instead, it is meant to emphasize a point and express to the reader the depth of the
writer's emotions at that very moment.

- Hyperbole gives an exaggerated tone to the expression of love that never ends, or it can also be a
broken heart, or despairing ideas.

Example:

As I Walked Out One Evening by

W.H. Auden

"I'll love you, dear, I'll love you

Till China and Africa meet,

And the river jumps over the mountain

And the salmon sing in the street."

5. Imagery

- Word or sequence of words representing a sensory experience.

- The most commonly understood imagery definition is any part of a poem or other literary work that
appeals to the senses (sight, sound, taste, touch, and smell) in a way that creates a vivid and emotionally
resonant picture for readers.

Example

After Apple picking by Robert Frost

I feel the ladder sway as the boughs

bend.

And I keep hearing from the cellar bin

The rumbling sound

Of load on load of apples coming in.

6. Irony

- It consists of difference between expectation and reality. It is a contradiction of expectation between

what is said and what is meant (which is verbal irony) or what is expected in a particular circumstance or
behavior (which is situational irony).

Three types of Irony

● Dramatic Irony- The first type of irony is called dramatic irony, and it describes a situation in which
the audience of a play or movie is more aware of what is happening on stage or in the screen than
the actors are.

Example:

The Romeo and Juliet of Shakespeare. The readers, listeners, and viewers are aware at the play's
conclusion that Juliet is actually just asleep but not dead. But Romeo is unaware of it. So, what
he did is he committed suicide because he thought his true love has died while at the viewers
point of view, they know the truth.

● Situational Irony - is the irony of something happening that is very different to what was expected.

Example:

Samuel Taylor Coleridge‘s ‘Rime of the

Ancient Mariner’. You can find this on the

ninth stanza of Part II of the poem.

Water, water, everywhere,

And all the boards did shrink;

Water, water, everywhere,

Nor any drop to drink

● Verbal irony - the last and most common kind of irony is verbal. It happens when someone says
something that clearly contradicts what they actually believe or mean.

Example:

William Shakespeare‘s sonnet

“My mistresses eyes are nothing like the

sun”.
 My mistress’ eyes are nothing like the sun;

Coral is far more red than her lips’ red;

If snow be white, why then her breasts are dun;

If hairs be wires, black wires grow on her head.

1. Metaphor

– comparison between two essentially unlike elements. However, “like” or “as” is not used.

- A metaphor compares two things by stating that one thing is another, even though they are not literally
the same.

Examples:

a) Time is a thief.

b) “Hope is the thing with feathers,”

(Dickinson, 1861)

2. Oxymoron

– A combination of two contradictory or conflicting words.

- An oxymoron combines contradictory terms to highlight the tension or irony in a situation. Despite the
apparent contradiction, oxymorons can convey complex meanings or emphasize the unexpected.

Examples:

● Bittersweet

● “Silent voices of the dead,”

● Defeaning silence

● Alone together

● Minor crisis

● Awfully good

● Only choice

3. Paradox

– A situation or phrase that appears to be contradictory but which contains a truth worth considering.

- A Paradox often challenges conventional thinking and invite readers to ponder complex ideas or
realities that seem contradictory but are ultimately reconcilable within a broader context.

Examples:

● Less is more.

● "Much Madness is divinest Sense—

● To a discerning Eye
● Youth is wasted on the young.

● The only constant is change.

● You have to spend money to make

● money.

● The only rule is there are no rules.

● I can resist anything except temptation.

4. Personification

– A special form of metaphor in which human characteristics are attributed to animals, inanimate
objects, or ideas.

Examples:

a) The sun smiled at us.

b) "Because I could not stop for Death –

He kindly stopped for me

5. Simile

– direct comparison using the words "like" or "as" between two unlike things.

Examples:

a) As brave as a lion.

b) "Continuous as the stars that shine

And twinkle on the Milky Way,"

6. Synecdoche

– A literary device in which a part it substituted for the whole.

Examples:

a) All hands on deck.

b) “The Eyes around,”

FUN POETRY

- Fun poetry, as the name suggests, is a style of poetry that is humorous and entertaining. It’s a genre in
its own right, distinct from other types of more serious verse.

Types of Fun Poetry

⮚ Tongue twister
- A sequence of words or sounds, typically of an alliterative kind, that are difficult to pronounce quickly
and correctly. It’s a word, phrase, or sentence that is hard to say because of a series of similar consonant
sounds.

Example:

Six sick hicks nick six slick bricks with picks and sticks.

⮚ Nonsense poetry

- A form of poetry that often contains elements of humor, whimsy, and playful absurdity. It’s
characterized by the use of nonsensical words, phrases, or overall thoughts that may not have clear
meanings or any logical or grammatical structure.

Example: “Jabberwocky” by Lewis Carroll

'Twas brillig, and the slithy toves

Did gyre and gimble in the wabe;

All mimsy were the borogoves,

And the mome raths outgrabe.

RIDDLES

- are tricky phrases or questions that have double meanings and are usually challenging to solve or
answer.

LIMERICKS

- is a humorous poem which follows certain rules and patterns.

Structure:

● It should be quintain.
● The rhyming scheme is AABBA.
● It follows a syllable count: 7-10 syllables in the 1 st, 2nd, and 5th lines, while there can be only between
5-7 syllables in the 3rd and 4th.
● It should follow an anapestic meter.

How to write a Limerick?

Step 1: Choose your topic.
Step 2: Brainstorm rhyming words.
Step 3: Keep it silly!
Step 4: Use simple language.
HAIKU
- Haiku, unrhymed poetic form consisting of 17 syllables arranged in three lines of 5, 7, and 5 syllables
respectively.

- The haiku first emerged in Japanese literature during the 17th century, and become known by the
name haiku until the 19th century.

- Haiku was given its current name by the Japanese writer Masaoka Shiki at the end of the 19th century.

- Many haikus contain images of nature, but they can also focus on the expression of various emotions,
such as love, sadness, and despair.

- It has three lines. 5(first line) -7(second line) -5(third line).

- Its lines don’t rhyme.

⮚ Kireji

– Traditionally, a haiku depicts a tiny moment in time and includes a kireji (a “cutting word”) that creates
a pause or sense of closure.

⮚ Kigo

– A kigo (季語, ‘season word’) is a word or phrase associated with a particular season, used in traditional
forms of Japanese poetry.

- Matsuo Basho (1644-1694) made about 1000 haiku poems in his lifetime with the journey around
Japan. His writing “The Narrow Road to the Deep North” is the most famous haiku collection in Japan.

SHAPE POEM

- A Shape poem also known as a Concrete Poem is a type of poem in which the writing takes the shape
of whatever theme or element is being portrayed throughout the poem.

Ways to write shape poems

1. To draw the outline of the shape and fill the shape with your poem.

2. Instead of filling the shape, draw the outline of the shape and then write your poem around the
outline and then erase the outline. In this way, you will be able to take the shape of your outline.

COMPREHENDING POETRY

Strategies & Gudelines in Analyzing Poetry

1. Look at the title - it`s often as important as a line.

2. Follow the punctuation like a road map.

3. Look for symbols, allusions and other clues to meaning.

4. Identify tone (based on diction) and any ambiguities.

5. Read first for literal meaning, and then for the metaphorical meaning.

6. Look for recurring words,ideas and sounds.

7. Play close attention to the closing lines.

STRATEGIES IN TEACHING POETRY

1. Introduction

- The introduction serves as the foundation of knowledge of the student. Before knowing all the
technical and complicated terms, students should start at the beginning.

- In poetry we are all aware that it is an artistic way of expressing ideas and feelings with the help of
rhythmical composition of imaginative and beautiful words

- Poetry has been a friend to young children as it is enjoyable. Poetry is believed to be an oral form of
literature that focuses on the auditory perception, and at the same time it is shared orally.

- Famous Poets Through The History

2. Elements

- These are sets of instrument used to create a poem

● Stanza - Main building block of poem

● Verse - Single line of poetry

● Meter - Rhythmic structure of a line

● Rhyme Scheme - Shared vowel sound or consonant

● Figurative Language - Suggests different interpreattions of words

3. Forms

- Forms in poetry is considered as fixed and detailed. And it has a pattern.

● Haiku - 5-7-5 syllables pattern

● Limerick - 5 line poem; AABBA Rhyme Scheme

● Free Verse - Lacks rhyming scheme, metrical patter

4. Comprehension

- Give students freedom to understand the poem based on their own perspective encourage them to
give their own understanding towards the poetry that has been orally recited to them.

READING ALOUD

- it is an instructional practice where teachers let the students read aloud a text. The reader incorporates
variations in pitch, tone, pace, volume, pauses, eye contact, questions, and comments to produce a
fluent and enjoyable delivery.

WHY SHOULD YOU READ POEMS ALOUD?

1.Poets design their poems to be read aloud.

2. You’ll experience the whole poem if you read it aloud.

3. You’ll understand and remember more if you read it aloud

CHORAL READING

According to Sylvia and Sharon, Choral Reading is reading of text by several students in unison.

Benefits of Choral Reading

● It helps students learn to decode.

● Develops effective and fluent read aloud skills

● It helps students learn to pronounce new words by hearing others read aloud at the same time.

Different Types of Choral Reading

⮚ Antiphonal Reading

- This type involves two or more groups taking turns reading parts of a text.

⮚ Dialogue Choral Reading

- Participants acts out a conversation by reading the lines of different characters in a text.

⮚ Cumulative Choral Reading

- This involves adding more and more voices as the reading progresses.

⮚ Impromptu Choral Reading

- Participants read a text together without any prior practice or rehearsal

SILENT READING

- improves students' understanding because it helps them concentrate on reading rather than
pronunciation.

LITERARY APPRECIATION AND VALUING IN/OF POETRY

Literary Appreciation
- involves studying, understanding, and critically evaluating literary works.
SIX ELEMENTS OF LITERARY APPRECIATION
1. Plot - The sequential arrangement of events in a literary work, essential for driving the storyline.
2. Theme - Central idea inferred from plot, imagery, and symbolism.
3. Style - The unique manner in which the author structures language, reflecting their individuality and
artistic expression.
4. Mood - The atmosphere created for the reader through description and language, enhancing the
reader's experience.
5. Diction - The author's choice of words, influencing tone, characterization, and overall impact.
6. Literary Devices - Techniques used to enhance the work, such as metaphor, simile, irony, and
symbolism, adding depth and richness to the text.

Approaches to Literary Appreciation

● The context of the literary work – background information.
● The structure of the work – the organization of the poem’s elements.
● The poetic devices employed in the work – Poetic Devices that were used in the poem.
● The themes inherent in be literary work – lesson or the message of the poem.

7 Stages of Literary Appreciation

Donelson and Nilsen (2009) devised that there are 7 stages of literary appreciation.

The 7 stages of Literary Appreciation are:

Level 1: Pleasure and Profit (literary appreciation is a social experience)
Level 2: Decoding (literacy is developed)
Level 3: Lose yourself (reading becomes a means of escaping)
Level 4: Find yourself (discovering identity)
Level 5: Venture beyond self (‘going beyond me’, assessing the world around them)
Level 6: Variety in reading (reads widely and discusses experiences with peers)
Level 7: Aesthetic purposes (avid reader, appreciates the artistic value of reading)

How to Write a Literary Appreciation

1. Read The Poem Aloud - Read the whole poem aloud, look up unclear vocabulary, and write down
paraphrases where necessary. Take your time to fully understand the poem.
2. Organize Your Writing Approach - Organize your writing approach stanza by stanza or by themes and
ideas that are reflected in the poem.
3. Employ Quotations - Make use of quotations and adopt them in your sentences. These are quotations
of lines from the poem as they are relevant to the paragraph or line. Use short quotations. It doesn't
necessarily have to be a long quotations; a single word can suffice. They, however, must be supportive of
the point you are making.
4. Begin The Introduction - Hence, you begin the literary appreciation of the poem. You are expected to
give an introduction to the poem and the poet, the publication, an analysis of the literary movement,
and what the poem represents.
5. Write The Main Body - This should be based on a critical description or summary of each stanza of the
poem.
6. Conclude - This is where you conclude your literary appreciation of the poem. You inform the readers
about the theme of the poem, the tools employed in conveying the message of the poem, and how
useful and effective they were. However, conclude strongly in the same way you started.

Some of the important questions to ask before writing a literary appreciation of a poem are:
1. Who wrote the poem?
2. When and where was the poem written?
3. Does the poem appear in the original language? Otherwise, the readers can be advised to consider
the translation of the poem. This is because an interpretation of the language of the poem can equally
alter its meaning.
4. Is the title's meaning readily obvious? or is it subjective to multiple possibilities or meaning?
5. Does the poet's life suggest any special point of view, such as political affiliation, religious sect,
career interest, musical talent, family or personal problems, travel, or handicap?
6. Does the poem belong to a particular period or literary movement?
7. Is the poem part of a special collection or series?
8. Identifying genre/category/type/style
9. Who is the narrator of the poem?
10. What is the point of view from which the poem was written and the tone in which it was written?
11. What is the mood of the poem?
12. What is the main theme of the poem? You can also consider the side themes.
13. Why did the poet write the poem and what influenced him?
14. What are elements of idealism and realism (idealism is the beauty of great literature, realism)?
15. What are the major ideas you can grasp while preparing a summary of the poem?
16. Lastly, what is the literary and historical context of the poem?

Importance of Literary Appreciation

● Proper Evaluation: Hence, one of the importance of literature is that it allows proper evaluation of
literary works.
● Connection Between The Readers And Writers: It also gives more intimation between the readers
and the writers— like some sort of connection focused on the same literary pieces.
● It Gives More Value: Another importance of literary appreciation is that through such attempt of
evaluation, literary works become more valuable.
● Information And Imagination: It helps us to have full grasp of the informative and imaginative
aspects of literature.

UNIT 3

REVIEW ON THE GENRES OF PROSE

What is Prose?
 is the use of ordinary language, without poetic structure, for written or spoken
communication.
 from the Latin “prosa oratio,” meaning “straightforward”.
 refers to written or spoken language that follows natural patterns and does not adhere to
specific rhythmic or metrical structures like poetry.
 most common form of communication and is used in novels, short stories, essays, articles,
letters, and everyday conversation.

GENRES OF PROSE
1. Non-fictional prose
- is a body of writing that is based on factual and true events.
- is writing that tells about real things, like facts, true stories, or information about the world.
- it's based on things that actually happened or exist.
- Authors of nonfictional prose conduct research, interviews, and firsthand investigations to
gather information.They provide evidence and references to support their claims ensuring
credibility.

Forms of Nonfictional prose

a. Essays- is the short pieces of writing where authors share their thoughts or arguments on a
particular topic.
b. Article- it is an informative piece written for newspapers, magazines, or websites that cover
various subjects.
c. Biographies are books that tell the life story of a real person, usually written by someone
else.
d. Autobiography - Covers a person's entire life, written by that person.
e. Memoirs- it is a personal account of specific events or experiences from the author's own
life.
f. Journalistic pieces- are news reports, feature stories, or investigative articles that inform
readers about current events or issues.

2. Fictional prose
- is partly or wholly created from a writer’s imagination.
- creating an entertaining or meaningful story that didn't actually happen in the real world.

Forms of Fictional Prose

a. Novels - long stories that you read over a period of time. They have lots of characters and
events, like in Harry Potter or The Hunger Games.
b. Short stories - like mini versions of novels. They're shorter and usually focus on just one
thing that happens. You can read them in one sitting, like "The Gift of the Magi” by O.
Henry.
c. Flash fiction - super short stories, sometimes only a few sentences or a couple of
paragraphs long. They're like tiny glimpses into a bigger story, giving you just enough to
imagine what's happening. Flash fiction, “For Sale: Baby Shoes, Never Worn" is an example.

3. Heroic Prose
- is about telling stories of bravery and how the hero defeated the enemy.
- narrative tales that use a dignified, dramatic, and formal style to describe the deeds of
aristocratic warriors and rulers.
- written down or preserved through oral tradition, but it is meant to be recited.
- It tells the story of a key figure in a culture’s history and helps to ensure that a culture’s values
are passed from one generation to the next.
- examples: legend, fable, mythology, and parables.

4. Prose Poetry
- prose and poetry are combined to create a piece.
- is not broken into verse lines, but it demonstrates other traits that are common to poetry.
- example: “Bath” by Amy Lowell.

COMPREHENDING PROSE
Strategies in Comprehending Prose
1. Active Reading – Engage actively with the text to identify key details, themes, and literary
devices.
2. Contextual Understanding – Consider the historical, cultural, and social context to deepen
comprehension.
3. Character and Plot Analysis – Analyze characters’ development and motivations alongside
the plot structure.
4. Writing Style Evaluation – Evaluate the author’s writing style, tone, and narrative techniques.
5. Critical Thinking and Reflection - Apply critical thinking skills to interpret and reflect on the
prose effectively.

STRATEGIES IN TEACHING PROSE

1. Silent Reading
- an interactive process that goes on between the reader and the text.
- It is the type of reading without voicing the words out.
a. Pre-Reading
 Unlocking Difficulties - also known as Unlocking Difficult Words allows the learners to have
a prior idea of a certain difficult word before they encounter it in a text. It can be done
through Matching Type, Scrambled Words, Presenting Synonyms, and Showing Contextual
Clues.
 Guide Questions - thought-provoking questions that helps to focus and guide the inquiry of
the learners.
4 types of Guide Questions
1. Hook/Preview Questions
- often used as a lesson opener. Hook questions usually start with “What do you think
…?”
2. Leading Questions
- activate recall. They require very little or no justification.
3. Guiding Questions
- deeper response that requires more thought, examination, and research before
answering.
4. Thinking/Essential Questions - questions that cause students to continue to explore
and examine a topic, so they come to a meaningful understanding of the key ideas and
concepts. They raise more questions and can initiate discussions and debate. These
questions require justification and support.

b. While reading - main focus is actually to read.

 Making Inferences - is using observation and background to reach a logical conclusion.

c. Post-Reading
The teacher supplements the students with a discussion after reading and then present post-
reading activities that will engage students and help them have a deeper understanding of what
they've read.
Such activities include:
1. Writing a Summary.
2. Having a Quiz.
3. Playing a Game.
4. Retelling the Information.
5. Making an Outline.

2. Prose Performances
- are prose interpretation. We use the technique of doing a performance in teaching prose so that
the students will understand it better.
- A prose such as short stories, essays, novels, instead of just reading those. It will be interpreted
through a performance for the students to feel it, relate to it, and understand it.
- students gain another experience that is fun and will also help them gain confidence and learn
more.

Performance Techniques
1. Do not allow physical action to overshadow the spoken word.
2. Allow the voice, face, eyes, and gesture to work in unison with the literature.
3. Avoid technical tricks for the sole purpose of achieving audience reactions.
4. Realize that as the oral interpreter of the literature you have a proxemic intimacy with the
audience that cannot be matched by a performer on stage.
5. The interpreter receives immediate feedback and should not cross the audience's comfort level.

3. Dramatic Performance
- the act of performing a drama or act of presenting a play.

Stategies in Teaching Dramatic Prose

a. Drama Games - drama activities and exercises are often used to introduce students to
drama.
b. Choral Speaking - students telling the story aloud by assigning parts to each group
member.
c. Tableau - students creating visual pictures with their bodies, emphasizing key details
and relationships.
d. Improvisation - the practice of acting and reacting, of making and creating, in the
moment and in response to the stimulus of one’s immediate environment.
e. Role playing - allows students to play a character in a real or imaginary situation.

Purpose of Strategies in Dramatic Performance

 It encourages them to think and act creatively - It develops critical thinking and problem-
solving skills that can be applied in all areas of learning.
 To promote tolerance, empathy and to be team-oriented - It is an important tool for
preparing students to live and work in a world that is about teamwork.
 It challenges the students’ perceptions - It helps students to think about their world and
about themselves.
 Enhances imagination & Confidence - It allows students to explore issues and experiences
in a safe and supportive environment.
 LITERARY APPRECIATION
AND VALUING OF PROSE
- involve the recognition and assessment of the aesthetic, emotional, and intellectual qualities
of written language.

1. Language and Style

- pay attention to the author's use of language and writing style. Evaluate the choice of words,
sentence structure, and figurative language
- Do these enhance the prose or How does it contribute to the overall prose?
a. Re-creative Imagination
Activities: Visualization, Role-playing, Sensory Details, etc.

b. Identification and Appreciation of the Work

Activities: Literary Devices Hunt, Figurative Language Analysis, Symbolism Discussion,
etc.

c. Cognitive Activity
Activies: Questioning, Debate, Cause and Effect, etc.

d. Aesthetic Activity
Activities: Figurative Language Appreciation, Sound Devices. Mood and Tone Analysis,
etc.

e. Re-creation Activity
Activities: Reader’s response, Fan fiction or alternate ending, Creative Project, etc.

2. Narrative Voice
- Consider the narrative voice, whether it's first-person, third-person, or another perspective.
- How does the chosen point of view impact the story or message?
- Key Elements: Person and Tense

Role of Narrative Voice

 Shapes Reader’s Understanding
 Provides Context and Description
 Infused with Narrator’s Personality
3. Character Development
- dive into the characters. Consider their development, motivations, and relationships. -
Characters are the heart of many prose works, and understanding their complexities adds depth
to your appreciation.
- Assess how well the author develops characters through their thoughts, actions, and dialogue.
- Do you empathize with or understand the characters?

Building Believable Characters

 Motivations and Desires
 Falws and Imperfections
 Voice and Mannerisms
 Relationships and Backstory

4. Setting and Atmosphere

- Examine how the author describes settings and creates an atmosphere.
-How does the prose immerse you in the story's world?

5. Themes and Symbols

- Identify the themes and symbols used in the prose.
- Think about what deeper messages or commentary the author is conveying.

6. Plot and pacing

- Evaluate the plot structure and pacing.
- Is the story well-organized, and does it maintain your interest throughout?
Pacing can be:
 Fast pacing - Quick action, intense scenes, and rapid plot developments. Keeps you
on your toes.
 Slow pacing - Deliberate moments, character introspection, and detailed
descriptions. Allows you to savor the story.
 Balanced pacing - A mix of both—like a rollercoaster ride with ups and downs.

7. Emotional Impact
- Consider the emotional impact of the prose.
- Did it evoke strong feelings? How did the author achieve this?
8. Literary Devices
- Analyze the use of literary devices, such as foreshadowing, irony, and allusion.
- How do these enhance the prose?

9. Context and Historical Significance

- Explore the context in which the prose was written and its historical or cultural significance.
- This can provide insight into the author's intentions and the work's impact.

10. Critical Perspectives

- Be open to different critical perspectives and interpretations. Literature often invites multiple
readings and viewpoints

11. Personal Connection

- consider your own personal connection to the prose.
- What does it mean to you, and why do you value it?

LESSON DESIGN IN TEACHING PROSE

5E instructional model
1. Engage
- as this is the first phase, a teacher tries to test learners‟ previous knowledge in connection
with the present.
- techniques: narration, dramatization, asking riddles, puzzles, pick and speak, questioning etc.
- In this way teacher can develop curiosity and interest in learning new concept.

2. Explore
- this is self designed/ guided learning through small group discussions.
- It promotes mental focus on the concept.
- also called as student-centred and incorporates active participation.
- provides hands on experience to the students.
- Teacher guides them in right path of learning.

3. Explain
- this phase is a teacher-centred and provides proper guidance and direction.
- It enables students to describe their understandings and pose questions.
- Teacher tries to clarify misconceptions of learners.
- Teacher can also integrate ICT for effective teaching.
Steps
a. Exposition and Explanation
b. Difficult words/structures to be dealt with
c. Silent Reading by the students.

4. Elaborate
- it helps to develop deeper and broader understanding.
- It encourages students to apply new knowledge and skills with reinforcement.
- Students may do extra works on the concept taught.

5. Evaluate
- it is a final process in which teacher can make observations and collect evidences that have
changed students‟ performances.
- Students may also have the opportunity to conduct self and peer assessment/

MATERIALS AND RESOURCES

IN TEACHING PROSE
Materials & Resources
- are the physical and concrete means that help to achieve some objective.
- designed to enhance the learning and understanding of prose literature in the classroom.

Different Materials and Resources

1. Printed materials or Traditional Resources
- consist of any textbooks and workbooks used in the classroom.
- Printed materials such as textbooks, modules, handouts, and lesson plans.

2. Lesson Plan
- is a teacher daily guide for what are students need to learn, how it will be taught, and how
learning will be measured.
3. Curriculum Guide
- is a structured document that delineates the philosophy, goals, objectives, learning
experiences and instructional resources and assessments that comprise a specific educational
program.

4. Powerpoint Presentation
- is also important as this will help the learners as well as the teachers to present a lesson in
various pieces of prose in the class.
5. Videos
- there are various pieces of prose that are in the video forms.

6. Graphic organizer
- is any type of visual presentation of information.
- This will help students to physically see relationships between ideas of prose.

7. Visual aids
- are the devices that help the teacher to clarify, establish, and correlate and co-ordinate precise
conceptions, understandings and appreciations and support to make learning more actual,
active, motivating, encouraging, significant and glowing.

8. Teaching aids
- is any device that helps teach.
- These devices can be traditional items such as blackboards and planner board, as well as
mobile devices such as tablets, and projectors.
- The Internet is another resource that can be used in teaching prose.

9. Digital materials
- have inherent flexibility.
- They can be modified in many ways, depending on the student's wishes

ASSESSMENT IN TEACHING PROSE

Five (5) practical tips for ensuring great assessment in teaching

prose
1. To look at the entire unit holistically.
- make sure they cover all aspects of prose writing we have learned, from mechanics of
language, such as grammar and punctuation to structural elements of prose and to the
students' comprehension of the content itself, including the students’ ability to analyze themes,
develop arguments, and convey ideas effectively.
- all aspects of prose writing, ensures alignment with our instructional goals and learning
objectives.
- It also ensures that assessments accurately reflect what students have been taught and what
they are expected to know and be able to do.

2. Clear and specific instructions

- Clear instructions are important and save time for both students and teachers. Because
students spend less time seeking clarification or trying to decipher unclear instructions, allowing
them to focus more time and energy on completing the task.
- Similarly, teachers spend less time addressing student questions or misunderstandings,
enabling them to devote more time to providing feedback and support.

3. Providing clear guidance assessing the students works.

- establishing clear assessment criteria aligned with the learning objectives, ensure fairness and
consistency in evaluating an academic task.

4. Use checklists that outline the required levels of performance.

- This checklist helps teachers to evaluate students’ work systematically and ensure that they
are meeting the standards we have set for prose writing.

5. Map out the sequence of learning concepts from basic to complex forms.
- systematic scaffolding of learning tasks
- starting with simpler writing exercises, and gradually introducing more challenging tasks as
they progress

Assessment in teaching prose involves evaluating students’ skills in 4 macro skills

1. Reading skills
- involves determining their ability to comprehend and understand the content of a given text or
story.
- One way to assist students in this assessment is by asking them targeted questions about the
text to gauge their comprehension

2. Listening Skills
- Listening skills are essential for students to effectively comprehend and engage with prose
when it is read aloud or discussed in class.
- Assessing students’ ability to understand and follow instructions related to prose activities can
gauge their listening skills in the context of teaching prose.

3. Speaking skills
- involves evaluating their ability to express their thoughts and perspectives fluently using the
appropriate language.
- To assist students in this assessment, you can provide opportunities for them to speak and
observe their proficiency in expressing themselves effectively.

4. Writing Skills
– focuses on their ability to effectively communicate their thoughts, interpretations, and
creative ideas through written literary analysis or response

Assessment methods that can be used in teaching prose

1. Text Search
- This assessment method focuses on the student’s ability to search for specific information
within the text.
- It measures their reading comprehension skills and their capability to locate relevant details.

2. Oration
- delivering a formal speech, can be used as an activity to assess students’ ability to express
their thoughts coherently and persuasively.
- Students can be given a prose passage or a topic related to prose, and they will be assessed on
their ability to present their ideas and arguments using appropriate language and effective
speech techniques.

3. Journaling
- Students can be asked to maintain a journal where they reflect on their reading experiences,
make connections between the prose they read and critically analyze the themes, characters, or
literary devices used in the prose.