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AKLAN STATE UNIVERSITY

Banga, Aklan
2nd Sem/AY 2021-2022

Department: College of Teacher Education Course Code: ENG 28

Name of Instructor: Sharmaine L. Lava Schedule:
Course Descriptive Title: Teaching and Assessment of Literature Studies Semester: 2nd Sem/A.Y. 2021-2022

Name of Student: ________________________________________ Year and Section: ________________________

Student ID Number: ______________________________________ Contact Number: _________________________
Email Address: __________________________________________ Alternate Contact Number: __________________

 Module Release:
 Submission of Tasks and Assignments: via E-mail lavasharmaine@gmail.com
 FB Learning Group: Eng 28 – Teaching and Assessment of Literature Studies

“We make out of the quarrel with others, rhetoric, but of the quarrel with
ourselves, poetry.” — William Butler Yeats

MODULE 4 CONTENT
OVERVIEW
In Module 4, you will study the Strategies and Assessment in Teaching Poetry and what it involves. Also,
you will encounter terms and definitions often used in a literature class and other related English major
subjects. These terms are useful to fully understand the whole course.

Along with these concepts, you will encounter activities that will gauge and evaluate your learning and
comprehension regarding the subject matter. Materials for your references are also available and
attached in this module. For this week, you are expected to gear yourself with the basic understanding of
the course in preparation for a larger scope of commitment to learn Teaching and Assessment of
Literature Studies.

MODULE 4 [STRATEGIES AND ASSESSMENT IN TEACHING POETRY] OBJECTIVES

By the end of this chapter/week, you will be able to:
1. identify a range of assessment strategies in teaching poetry that address learners’ needs,
progress, and achievement which are consistent with the selected competencies; and
2. craft a learning plan according to the English curricula that develops higher order thinking skills of
learners through the use of poetic texts.

WEEKLY SCHEDULE
This week, we will utilize blended learning method. Upon receiving this learning module, you shall be
guided with the lessons, discussions, and tasks need to be completed. The discussion part of this module
is for your independent reading. Make sure to read and understand the provided notes and feel free to
use books or online references provided therein if you can access online. Prepare your inquiries and
questions regarding the topics in our scheduled limited face to face class. Also, you can reach me out for
your clarifications through my email lavasharmaine@gmail.com, or you can reach me out via messenger
just in case we cannot meet in person.

DISCUSSION
STRATEGIES IN TEACHING POETRY
1. Reading Aloud
Reading aloud means just that-reading aloud. When we read to students, we take advantage of
the fact that until about the eighth grade, young people have a "listening level" that significantly surpasses
their reading level. When we read aloud to students, we engage them in texts that they might not be able
to read. In the process, we expand their imaginations, provide new knowledge, support language
acquisition, build vocabulary, and promote reading as a worthwhile, enjoyable activity. All students, from
pre-school through high school, can benefit from being read to. Listening to a fluent, expressive, and
animated reader can help students make connections between written and spoken language.
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Why Is It Important?
 The single most important activity you can do to build the knowledge students require for
eventual success in reading is to read aloud to them (Anderson et al. 1985).
 Students can listen on a higher language level than they can read, so reading aloud makes complex
ideas more accessible to students and exposes them to vocabulary and language patterns that
are not part of their everyday speech. This, in turn, helps students understand the structure of
books when they read independently (Fountas and Pinnell 1996).
 Reading aloud is the foundation for literacy development. It is the single most important activity
for reading success (Neuman, Copple, and Bredekamp 2000).
 The reader's pauses and emphases allow students to better understand the phrasing and fluency
of the language and to hear new vocabulary and the way the words are used (Fountas and Pinnell
1996).
 Listening to others read helps students develop key understanding and skills, such as an
appreciation for how a story is written and familiarity with book conventions, such as "once upon
a time" and "happily ever after" (Neuman et al. 2000).

All Students
To become lifetime readers, students of all ages need role models who are readers. By getting
excited about books, taking time to read to students, and sharing your interest in books, you inspire
students by showing them the positive effects of reading. The discussions, memories, and time you spend
reading with students can help them gain a desire to read for pure pleasure.

Elementary Students
Reading aloud to students, regardless of their reading ability, provides them with the
understanding that print has meaning and can tell a story. Young students can become familiar with the
phrasing, expression, and flow of sentences in stories or texts that are read aloud to them.

A student's listening level, the level of text that he or she can understand when it is read aloud, is
far above the reading level until about eighth grade. When students listen to a text that is above their
reading level, they comprehend more difficult and interesting material and broaden their
vocabulary. Fourth-grade students can understand texts written on a seventh-grade level, and these texts
are most often more interesting and complex than those students can read on their own. For example,
five- and six-year-olds usually enjoy listening to Charlotte's Web, even though it is written on a fourth-
grade reading level.

Middle- and High-School Students

Reading aloud to middle- and high-school students can motivate them to read, enticing them with
good storytelling and providing a model of excellent reading, phrasing, expression, and pronunciation.
Reading aloud to students whose second language is English can help them to make connections between
written and spoken language.

If students follow along as you read aloud, they can see how the pauses in speech match the
punctuation and structure of written sentences. This connection can also be reinforced by reading
students' writing aloud to determine whether the written phrases and sentences flow as they should. This
should be done in a safe environment with students' permission, and students should be encouraged to
read their own writing aloud to determine if revisions are needed.

Provide experiences for students to listen to fluent, expressive, and animated readers. Reading
aloud also provides a good forum for dialogue and interpretation. There are many texts, such as poetry,
speeches, and plays, that are meant to be read aloud and can take on a new meaning when performed.
Encourage students to choose a particular character when reading Shakespeare aloud, and discuss how
the text can become more powerful, meaningful, and entertaining when read aloud as opposed to when
it is read silently.
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2. Choral Reading
Choral reading is a literacy technique that helps students build their fluency, self-
confidence, and motivation in reading. During choral reading a student, or a group of students
reads a passage together, with or without a teacher. Choral reading can be done individually, in
small groups, or as a whole class. According to Reading Rockets (n.d.), there are three main
reasons why choral reading is beneficial, and they include:
 It provides a model of fluency
 It improves sight word recognition
 It allows practice and support

Reading Rockets also mentions that teachers need to make sure the passage that they choose
for choral reading is at the student’s reading level. Therefore, the students fully comprehend what they
are reading.

Typically, when teachers choose choral reading passages the passages include some type of
rhyme or rhythm. There are many different ways to do choral reading in a classroom, and here are some
examples:
 Groups of students take turns reading different pages
 Everyone in the class reads the whole passage together
 Boys read lines 1-3, and girls read lines 4-6
 Teacher models how to read a sentence, then the students read that sentence together

According to Jennings, Caldwell, and Lerner (2014), “because students find choral reading
enjoyable, they willingly practice the word recognition that helps them to give a polished performance”
(p.213). If students enjoy choral reading they might have more motivation when they are reading, and
this is very important for struggling readers and really any reader. Also, Jennings et al. mentions that
"low-achieving readers enjoy this activity [choral reading] because it gives them the satisfaction of
delivering a well-rehearsed, expressive rendition" (p. 213). Students who have difficulties with fluency
can really benefit from choral reading, because it provides them with a model and practice.

3. Silent Reading
Methods and Goals for Teaching Silent Reading
Guided silent reading is an instructional strategy that often gets crowded out by more popular
methods of group or whole class reading instruction. While popcorn, round robin, and choral reading have
a time and place, they are less ideal for reinforcing independent reading comprehension skills. Like any
other skill, students need to be guided to read silently with the purpose of comprehending. Several
methods and goals for implementing silent reading instruction in your classroom are listed below.

METHODS
Start Small
Start with small amounts of text and work your way to longer passages over time. After students
silently read each section of text, pause to assess comprehension. A short discussion will let you know if
re-reading is necessary. Breaking down the text in this way will give students a chance to practice silent
reading skills without feeling overwhelmed.

Use Complex Texts

Complex texts are texts that represent an appropriate level of challenge for students. According
to the New York State Department of Education, complex texts take into account three criteria:
 Quantitative elements of a text such as word length, word frequency, and sentence length.
 Qualitative factors of a text such as text meaning or purpose, text structure, language
conventions, and clarity.
 Reader and task considerations that reflect characteristics of a specific reader, such as the
reader’s background, motivation, and knowledge about the topic, and the specific task, such as
the purpose and complexity of the task and the questions asked.

Using complex texts will provide increased opportunities to teach students how to refer back to
the text and reread when meaning or comprehension is unclear. If the text is too easy, students will breeze
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through the silent reading, which will negate the purpose of instruction. Click here to see five free text
readability analyzers you can use to help you determine the complexity of your reading passages.

Allow for Simultaneous Responses

During the discussion portion of instruction, require students to respond to prompts or questions
about the passage(s) in a synchronous manner. This will allow you to gauge who is struggling with the
reading, and who would benefit from guidance back through the text to find the answer. The easiest way
to do this is to have students write their responses. You will know when students are struggling with
comprehension if they are unable to formulate a written response.

Literary Appreciation and Valuing in/of Poetry

What are the elements of literary appreciation?
Literary appreciation is reading, understanding and making a critical judgment of the theme,
style, use of figurative and non-figurative language as well as other elements of a literary work. There are
three branches of literature, namely Poetry, Prose and Drama.

What are the six literary elements?

The six major elements of fiction are character, plot, point of view, setting, style, and theme.

How do you show appreciation to literature?

Second, appreciating literary works can be done by performing them in many ways such as discuss
the elements of literary works, write a note on certain aspect, recite poems, performing drama on stage
and so forth. The second way is more to apply the literary works we have read in a real life situation.

What are some examples of literary elements?

For example, plot, theme, character and tone are literary elements, whereas figurative language,
irony, or foreshadowing would be considered literary techniques.

What are the 8 literary elements?

The 8 elements of a story are: character, setting, plot, conflict, theme, point-of-view, tone and
style. These story elements form the backbone of any good novel or short story. If you know the 8
elements, you can write and analyze stories more effectively.

What are the 9 elements of a short story?

There are nine essential elements that shape a story: Theme, Characters, Setting, Conflict (with
Stakes) Genre, Goal, Inner Journey, Tone, or Audience experience.

What are changes in literature during the 21st century?

Here’s another difference of 21st century literature, modernists would be more in lines of free
verse, no set rhyme scheme, or format unlike conventional writers. Ancient literature, if that’s what you
mean by traditional literature, was predominantly oral, didactic and mythical, full of romanticism and
idealism.
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Ten Steps to Analyze a Poem

When reading a new poem, it is important to identify the main ideas and the techniques used to
present them. The diagram below shows the ten steps that take a reader to comprehend and explore the
stylistic features of a poem.

Key Aspects and Guiding Questions for Poetry Analysis

After forming a general impression of the poem, it is necessary to progress from the
comprehension to the appreciation level. For a more in-depth analysis of a poem, you should examine the
following seven aspects in greater detail. Some guiding questions are provided below to guide you to
notice and identify the features under each aspect.
1. Content/Subject and Theme(s)
 Does the title give you an idea of what the poem may be about?
 What is the poem about? What concept and ideas is the poem exploring? What is the
writer’s view on this subject?
 Can you summarise the main idea of the poem or paraphrase it in a few sentences?
 Are there messages or ideas that are repeatedly stated in the poem to draw the reader’s
attention?
 Are the themes and messages implicitly or explicitly stated in the poem?
 How are the ideas organised in the poem? Are they developed in a straightforward
manner to a conclusion? Is there a shift or turning point in its development? If yes, when
and why does the shift take place?

2. Speaker, Tone and Voice

 “Who is the speaker of the poem?
 Is the speaker the poet or a character/persona the poet takes on?
 Who is the speaker speaking to?
 What is the tone of voice adopted?
 What is the speaker’s attitude towards the subject in the poem?
 Does the poem sound happy or sad when you read it aloud?  Can any of the adjectives
of feelings and emotions listed below describe the tone and voice of the speaker?
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Positive Negative Others

Appreciative Aggressive Apologetic
Calm Angry Bold
Cheerful Annoyed/irritated Cautious
Comforting Anxious/agitated Firm
Content Apprehensive Ironic
Devoted Bitter Mysterious
Delightful Confused Nostalgic
Enthusiastic Cruel/harsh/hurtful Regretful/remorseful
Excited Defeated Religious
Joyful Depressed/melancholic Sarcastic
Loving Devastated Secretive
Optimistic Disappointed Sentimental
Passionate Guilty
Sincere Hostile
Supportive Hopeless
Sympathetic Indifferent/apathetic
Warm Lonely
Pessimistic
Resentful
Threatening
Troubled
Worried

3. Setting and Atmosphere

 Where and when is the poem set? Does the setting create any prevailing feeling in the
poem?
 Does the setting affect the mood of the speaker?
 Can any of the adjectives listed below describe the mood and atmosphere of the poem?
Positive Negative Others
Uplifting Bleak Solemn
Light-hearted Confining Quiet
Harmonious Dark
Idyllic Desolate
Peaceful Gloomy/sombre
Serene Grim
Warm Heavy
Welcoming Lonely
Pensive
Scary/eerie/spooky Tense

Assessment in Teaching Poetry

Introducing Poetry
 Have students bring the lyrics of their favorite (appropriate) songs to class, read them and discuss
the poetic value of each song. Is a song “poetry?” What is “poetry” anyway?
 Introduce a few simple poetry terms in a mini-lesson and have the students immediately begin
composing their own poetry.
 Have students choose three of their favorite words. Then have the students write a short poem
using their favorite words.

Teaching Poetry
 Begin by sharing examples of poetry to which students can easily relate. Then paraphrase the
poems, either line by line or stanza by stanza, as a class.
 Begin with a song that prepares the student for the ensuing poem and deal with literary
techniques in the song first.
 Have students discuss poetry in speculative group activities focusing on students’ personal
responses to a particular poem.
 Group discussions should culminate in class presentations.
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 Students should then write individual essays on the same poetry discussed in group activities.
 Use literary criticism to show students how poems can be viewed in vastly differing ways.
Encourage students to respond to and speculate about the meaning of a poem.
 Read a poem aloud several times as a class so students can feel the rhythm of the poem.
 Use examples from original student poetry to introduce new poetry terms.
 Read a series of words to students, having them compose a poem using each word as soon as
possible after they hear it.
 Use works of art and discuss how poems and visual images echo one another.
 Using poetry portfolios focusing on reader response, assess student achievement.

Encouraging Written Response to Poetry

 Have students write journal entries using the categories Literary Critic, Personal Response, and
Comparative Critic.
 Have students write a “Poetry Opinion Paper” agreeing or disagreeing with a certain aspect of a
poem.
 Have students write in-class essays analyzing the poetic techniques in a poem that they have
never seen before.
 Have students write an original poem that mimics a famous poem such as “Hope is the thing with
feathers” by Emily Dickinson.
 Have students keep an observation notebook where they write descriptions of people, sounds,
animals, nature scenes, dreams, etc. and then have students write poems based on these
observations.
 Have students create a pastiche poem blending the works of great poets and Mother Goose
rhymes.

An Example of a Pastiche Poem

The Spider
Once upon a turret dreary sat I feeling wan and weary
Over a boring bowl of curds and whey.
While I gobbled, nearly slurping, suddenly there came a burping
From the creature who haunted me night and day
“’Tis the spider belching by the door,” I muttered, “only this and nothing more.” (Polette 3)

 When studying Imagist poetry, have students write an Imagist poem describing an exact image.
Then have students pass up their poems. Pass the poems back to the students – making sure that
no student gets his or her poem. The students must then draw the image.
 Encourage students to freewrite by using different pictures, phrases, and music. Then have
students re-read their freewriting, bracketing favorite images. Students will then take a group of
related images and make each image a line of their poem.

REFERENCES OF THE T OPIC /S

[EL%20106/Introduction-to-Teaching-Literature-VALLENTE-JOHN-PAUL-C.pdf]
[Malaysian Online Journal of Educational Science]
[https://www.prestwickhouse.com/blog/post/2019/11/9-approaches-to-teaching-literature]
[https://www.slideshare.net/josephestroga/language-and-literature-assessment]

TEST AND EVALUATION

TASK DIRECTIONS
1. Go over your module, read and understand so that you can answer the evaluation comprehensively.
2. You can search online for further readings through the links provided above but you are not allowed to
copy answers from Google.
3. Ask for clarification (that is, ask questions) if needed.
4. Please practice independent reading and independent learning in this new normal set up.
5. Most importantly, STAY SAFE always!
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Direction: Select one poem particularly poems taught in Junior or Senior High School students
then create a lesson plan on the poem you have chosen. Consider the teaching strategies and
assessment you have learned in your previous modules. You can also incorporate the models
and approaches used in teaching literature. Do this on a sheet of bond paper.

DIRECTIONS FOR SUBMISSION OF T ASK AND EVALUATION

[You can pass your evaluation task through online or in person. If you prefer online, kindly send it to my email
account, lavasharmaine@gmail.com, or you can submit in our FB Learning Group comment section.]

GRADING
[Scoring Rubrics for Task and Evaluation]
Numerical Letter Description
Value Value

1. The student includes meaningful, substantial, relevant, informative,

100-95 A+ and accurate contents.
2. She/he observes always the logic in paragraph development &
organization.
3. She/he observes always the appropriate transitional expressions &
words.
4. She/he applies always the rules of English grammar.

1. The student includes often meaningful, substantial, relevant,

informative, and accurate contents.
94-90 A- 2. She/he observes often the logic in paragraph development &
organization.
3. She/he observes often the appropriate transitional expressions &
words.
4. She/he applies often the rules of English grammar.

1. The student includes fairly meaningful, substantial, relevant,

informative, and accurate contents.
89-85 B+ 2. She/he observes fairly the logic in paragraph development &
organization.
3. She/he observes fairly the appropriate transitional expressions &
words.
4. She/he applies fairly the rules of English grammar.

1.The student includes seldom meaningful, substantial, relevant,

informative, and accurate contents.
84-80 B- 2. She/he observes seldom the logic in paragraph development &
organization.
3. She/he observes seldom the appropriate transitional expressions &
words.
4. She/he applies seldom the rules of English grammar.

1.The student includes poorly meaningful, substantial, relevant,

informative, and accurate contents.
79-75 C+ 2. She/he observes poorly the logic in paragraph development &
organization.
3. She/he observes poorly the appropriate transitional expressions &
words.
4. She/he applies poorly the rules of English grammar.

1. No attempt to respond to the written task.

74-65 C- 2. No effort can be gleaned from the student to meet the writing task.

END of LEARNING MODULE 4