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Page 1 TEACHINGS AND ASSESSMENT OF LITERATURE STUDIES Topic 1: MODELS OF TEACHING LITERATURE Topic 2: APPROACHES TO TEACHING LITERATURE A model is a specific method or plan for teaching. An approach is a general idea or philosophy...

Page 1 TEACHINGS AND ASSESSMENT OF LITERATURE STUDIES Topic 1: MODELS OF TEACHING LITERATURE Topic 2: APPROACHES TO TEACHING LITERATURE A model is a specific method or plan for teaching. An approach is a general idea or philosophy about how to teach. 1. CULTURAL MODEL Most traditional, teacher-centered strategy for TEACHING LITERATURE delivering knowledge and facts to the learners. Respect the many civilizations and ideas of thoughts How to teach literature? and sentiments that transcend time and geography. 1. Start with Engaging Text The focus of this model is on content; views literature 2. Contextualize the Work as a product (Lazar, 1993). Provide historical, cultural, and biographical Often used in university courses on literature; background Examines the social, political, historical background 3. Facilitate Discussions to a text; 4. Foster Empathy and Understanding No specific language work done on a text; Little opportunity for extended language work. Importance of Literature It does not focus on mere language acquisition but Enhancing Critical Thinking Skills also on the knowledge of a country’s culture and Improving Communication and Language Skills ideologies. 1. INFORMATION BASED APPROACH Cultural Model - Role of Information The information-based approach is a The cultural model is an information-based approach that teacher-centered method. emphasizes the value of literature in providing insights into It may not stimulate critical thinking or cater to the historical, social, and cultural foundations of works, diverse learning styles. necessitating extensive participation from instructors. Modern teaching practices often incorporate elements of student-centered learning, cooperative 2. LANGUAGE MODEL learning, and technology to complement traditional As the name speaks for itself, this model mainly considers approaches like the information-based approach. literature for language development and awareness purposes. A. Key Components of the Information-Based Approach 1. Explicit Instruction Common Activities: Explicit instruction is a teaching method that involves clear Cloze and direct explanations, modeling, guided practice, and A test in which the reading comprehension of a person is independent practice. assessed by making them supply words which have been systematically deleted from a particular text. 2. Guided Practice Role Play Guided practice is a teaching method that involves students Summary writing practicing a skill or concept under the direct supervision of Creative writing the teacher. Jumbled sentences Brainstorming 3. Independent Practice Poetry recital Independent practice is a teaching method that involves Forum and Debates students practicing a skill or concept on their own, applying what they have learned. 3. PERSONAL GROWTH MODEL In this model, the focus is on engagement. B. Implementation Strategies The personal growth model comprises a 1. Curriculum Design personal-response approach and a moral 2. Assessment philosophical approach. It enables students to 3. Technology Integration develop their language, character and emotions by connecting and responding to the issues and themes C. Strategies for Guiding Students Through the Application of their lives (Hwang & Embi, 2007). of Literary Concepts In this model, the text itself has no meaning, but it 1. Guided Practice and Modeling provides direction for the learners to construct 2. Text-Based Questions meaning using their own life experiences. 3. Creative Writing Assignments This model involves students' personal, intellectual, 4. Group Discussions and Debates and emotional experiences. 5. Visual Representations 6. Real-World Connections 7. Differentiated Instruction  Page 2 D. Advantages and Disadvantages of Information-Based Activities to Enhance Understanding Approach 1. Journal Writing Advantages: Disadvantages: 2. Group Discussion 1. Efficient 1. Passive Learning 3. Creative Projects 2. Structured 3. Effective for certain subjects Why the Personal Response Approach is Fun and Useful Makes Reading Enjoyable 2. MORAL PHILOSOPHICAL APPROACH Encourages Critical Thinking Moralism Appreciates Different Views The process by which humans distinguish between right and wrong. 4. LANGUAGE-BASED APPROACH Philosophical Language-based approach helps students pay The Greek terms "philo" (meaning "love") and attention to the way the language is used when "sophos" (meaning "wisdom") are the origin of the studying literature. word philosophy. It is student-centered and activity-based for productive use of language. What is Moral Philosophical Approach? It improves students' language proficiency, and The Moral Philosophical Approach focuses on examining a incorporates literature and language skills among literary work's ethical values, moral lessons, and the students (Dhillon & Mogan, 2014). philosophical ideas. Language-Based Activities Read a particular literary text Group Work Through characters' experiences, conflicts, and decisions, we Language Activities can examine issues like justice, integrity, responsibility, and cloze tests and jigsaw puzzles human purpose, which helps us reflect on our own values Debate and beliefs. Performance Activities Search for Moral Values drama, role play, and poetry recitals Through characters' actions and decisions, we see values like honesty, courage, compassion, and justice in action. 5. STYLISTIC APPROACH Awareness Of Values Stylistic approach implies literary critics and Recognize and understand the underlying moral, ethical, and linguistic analysis. cultural values presented in a text. It is for students to appreciate and understand in a Assist Students To Understand Themes In Future deeper manner of the literary text. Readings When students learn to identify values in literature, they can A. Characteristics of Stylist Approach better recognize recurring themes, such as justice, love, The stylistics approach incorporates a close reading freedom, or sacrifice, in future texts. of its literature contrary to the traditional ways of memorization and reproduction. Style is the manner in which something is presented, 3. PERSONAL-RESPONSE APPROACH and this approach concentrates on the Emphasizes the importance of individual feelings and characteristics of diction and imagery employed, personal opinions in understanding literature. sometimes relating them to literary and social theory To illustrate how the Personal Response Approach works, we B. Steps on doing Stylistic Approach will explore it through three key aspects: 1. Oral reading 2. Summarizing the poem 1. Feelings Matter 3. Structural/syntactic analysis Your emotional reactions to a text are crucial. Literature is not This analysis looks at how a sentence or passage is put just about understanding plot and characters but also about together and how it affects the meaning. It has two how it makes you feel. components: Form: The overall structure or organization of the text. 2. Your Own Opinions Syntax: The arrangement of words and phrases. It looks at Reflect on what you think about the characters' decisions, the how sentences are constructed and how the order of words plot's direction, or the message of the story. affects the meaning. 4. Lexical Analysis 3. Sharing and Discussing Examines the words and vocabulary of the poet. The analysis Discussing your personal responses with others provides focuses on how the specific choice of words affects the diverse perspectives and deepens your understanding of the poem's meaning or mood. text.  Page 3 ❖ What lesson does this text teach? 5. Phonological analysis ❖ Predict what would happen if… Phonological analysis focuses on the sounds in the poem. It ❖ What is most likely true about… looks at how the poet uses sound devices like rhyme, ❖ What can you conclude about… alliteration, assonance, and rhythm to create musicality or ❖ How did you arrive at that conclusion? enhance the line’s meaning. 6. Theme analysis 2. EVALUATIVE This analysis looks at the main idea or message of the poem. Making judgments about the text, usually based on It can also be the values that readers might get from the personal criteria, values, or standards. literature. Evaluative questions ask readers to assess the quality, validity, and worth of the content, often Literature helps us explore human experiences through texts requiring critical thinking and the use of evidence to like novels and poems. Different approaches to teaching support their judgments. literature offer various ways to engage with these texts: 1. Fact or Opinion: Ask whether statements in the text are based on facts or opinions. This involves deciding 1. Information-Based Approach: Focuses on understanding if the information is supported by evidence or if it the background and context of the work, such as the author’s reflects personal beliefs or feelings. life and historical setting. 2. Validity: Involve judging whether the information or argument in the text is logically sound unbelievable. 2. Moral-Philosophical Approach: Examines the ethical and 3. Appropriateness: Focus on whether the ideas or philosophical themes within the text, exploring moral lessons solutions presented are suitable for the context or and questions. situation. 4. Worth: This asks whether the ideas in the text are 3. Personal Response Approach: Values individual reactions acceptable or desirable based on the reader’s own and interpretations, encouraging students to connect values or standards. personally with the literature. 5. Acceptable or Desirable Ideas: Examine the value of the ideas in the text and whether they align with 4. Language-Based Approach: Analyzes the use of language, ethical, social, or practical standards. including word choice and literary devices, to understand the 6. Comparisons: Readers are asked to compare ideas, text’s meaning. solutions, or arguments within the text or between the text and other sources. 5. Stylistic Approach: Looks at the author’s unique writing 7. Cause-Effect: Explore the cause-and-effect style, including imagery and narrative techniques, to explore relationships in the text, asking readers to judge how it affects the reader’s experience. whether these relationships are logical or reasonable. Topic 3: LEVELS OF COMPREHENSION QUESTION 3. APPRECIATIVE LITERAL The Appreciative level of comprehension refers to a reader's This involves understanding the specific information emotional or aesthetic reaction to a text. in the text. Literal questions whose answers can be found right in Types of Questions: the text. 1. How does this make you feel? Guide Question: This question challenges the reader to consider their ○ What did the author say? emotional response to the content. ○ These questions often starts with but are not 2. What do you appreciate most about the writing? limited to: It encourages the reader to identify characteristics of the ○ Who…… What…… Where……. When……. writing that they enjoy, such as the author's style, language. use, or innovative decisions. LEVELS OF COMPREHENSION QUESTIONS 3. What emotions did this scene evoke for you? 1. INFERENTIAL This type of question encourages the reader to explore their Also known as extrapolative questions. emotional response to specific scenes or events in the text. A form of investigative questioning that taps into 4. How does the author's tone or style affect your enjoyment students’ deeper cognitive reasoning. of the text? Inferential questions have responses that are This question encourages the reader to assess the author's indirectly stated, induced, or require other tone or writing style and how it affects their overall enjoyment information. or engagement with the book. Examples: ❖ Why do you think..? 4. ESSENTIAL ❖ How does the author feel about…  Page 4 Essential questions are more than just simple Most basic level of reading comprehension. comprehension questions. At this level, you can locate the answers to questions Exploring how the story's themes and ideas relate to within the text because the author provides the current events, social issues, or personal experiences. details clearly. It asks readers to analyze the underlying themes and concepts of the story. This involves identifying 3. INTERPRETIVE COMPREHENSION the central ideas, exploring their implications, and Interpretive comprehension is the ability to considering how they contribute to the overall understand the underlying meaning of a text or meaning of the text. information, beyond the literal words that are stated, analyzing the author's purpose, and connecting the 5. CRITIQUE text to broader themes or concepts. This is also known as the last level or the highest It explores the complexities of a text and encourages level among the previous levels of comprehension. them to uncover underlying themes and symbols. Evaluate or make judgements about a text. They assess the quality, effectiveness, validity of the Example: information, arguments, or the Author’s perspective In the context of "To Kill a Mockingbird" by Harper Lee presented in the text. "Atticus Finch was the best lawyer in town, but he was also the best man I ever knew." HILLOCK’S LADDER Interpretive Question: This concept came from the research of George “What does Scout's admiration for Atticus reveal about his Hillocks and Larry Ludlow regarding reading character and his impact on her life?” comprehension, which suggested that there is a hierarchy of comprehension skills. 4. APPLIED COMPREHENSION The levels of reading comprehension are expressed Relate story to existing knowledge or opinion. in terms of three types, requiring the critical reading Ask questions that have no right or wrong answer. and thinking skills of the readers. Where students Challenge children to support their answers with need to answer the basic questions first before logic or reason. advancing into a more complex question 5. AFFECTIVE COMPREHENSION Type 1 Questions Affective Comprehension involves focusing on how This is also known as the literal questions or the readers understand and connect with the social ‘right there’ or ‘on the page’ questions, where the and emotional aspects of a story, particularly answers can easily be seen or literally presented on through characters’ experiences, emotions, and the text. relationships. These questions often start with but are not limited to: Who… What… Where… When…. 1. Understand social and emotional aspects Thought processes could involve naming, identifying, defining details in the story. 2. Preview social scripts to ensure understanding of plot development A social script refers to expected behaviors or responses in Type 2 Questions specific social situations. Type 2 Questions are considered as Inferential types of questions where it requires students to figure out the 3. Connect motive to plot and character development answers. These are also called ‘think and search questions or Motive refers to the reasons behind a character’s actions or ‘between the lines questions requiring thought and making decisions. connections. Type 3 Questions Topic 4: STRATEGIES IN TEACHING POETRY These are generalization questions where themes are deduced to inform personal action. They are also INTRODUCTION TO TEACHING POETRY known as the evaluative questions characterized by Considering their meaning and sound to create ‘beyond the text’ question. rhythm and mood, a process known as creating As such, there is no right or wrong answer but rather "meter." justifications for their answers. Poem vs. Poetry READING COMPREHENSION Poem a single literary piece, often incorporating 1. LEXICAL COMPREHENSION rhyme and meter. Understanding key vocabulary in the text. Poetry refers to the entire genre and the overall art of 2. LITERAL COMPREHENSION writing poems, like a whole collection of stories.  Page 5 Importance and Objectives of Teaching Poetry 4. VISUALIZING WORDS AND PHRASES Boosting Self-Expression and Confidence. 7 TYPES OF IMAGERY IN POETRY Developing Emotional Intelligence. 1. Visual imagery Building Vocabulary. Appeals to the reader’s sense of sight by Enhancing Language Awareness. describing something the speaker or narrator of the poem sees. THE PROCESS OF TEACHING POETRY 2. Auditory imagery 1. Pre-reading Appeals to the reader’s sense of hearing or Examine the students’ attitude, attention and interest sound. It may include music and other towards learning about poetry. pleasant sounds, harsh noises, or silence. Collect pre-knowledge and inferences. 3. Gustatory imagery Familiarize the students with the poet. Appeals to the reader’s sense of taste by describing something the speaker or narrator 2. While Reading of the poem tastes. Read the poem aloud to demonstrate the proper 4. Tactile imagery tone, mood, and intonation of the poem. Appeals to the reader’s sense of touch by Ask students to read the verses aloud. describing something the speaker of the Identify and define unfamiliar words, discuss the poem feels on their body. structure and literary devices of the poem, the 5. Olfactory imagery figurative language present, and encourage Appeals to the reader’s sense of smell by students to analyze context clues. describing something the speaker of the poem inhales. 3. Post-reading 6. Kinesthetic imagery Encourage the students to paraphrase or explain Appeals to the reader’s sense of motion. certain lines or verses from the poem. Ask questions based on the different levels of 5. TEACHING FIGURATIVE LANGUAGE comprehension, which challenges both the Figurative language like metaphors, similes, ○ Lower Order Thinking Skills (LOTS) personification, and symbolism helps turn simple remembering, understanding, applying and words into powerful tools that can make us feel ○ Higher Order Thinking Skills (HOTS) things deeply. analyzing, creating, evaluating. Summarize the overall message of the poem. 6. EVALUATING THEMES AND ENCOURAGING INTERPRETATIONS STRATEGIES IN TEACHING POETRY Help students engage deeply with the text, fostering 1. CHORAL RECITATION OF POETRY critical thinking, personal connection, and creative Group performance exploration. Rhythm and intonation Expression Engagement Topic 5: ASSESSMENT IN TESCHING PROSE POETRY AS AN ASSESSMENT TOOL 2. LEARNING ABOUT THE POET Poetry is uniquely powerful in expressing complex Biography emotions and ideas using minimal words. History and Culture Through techniques like metaphor, symbolism, and Interpreting Symbolism and Imagery rhythm, poets can encapsulate profound feelings in Uncovering Intentions and Influences just a few lines or stanzas, often revealing layers of Embracing Personal Connection meaning that invite deep reflection. 3. RECOGNIZING UNFAMILIAR VOCABULARY AND Purpose of Poetry as an Assessment Tool PARAPHRASING Precise articulation of ideas Vocabulary Opens creative avenues for expression ○ Enhancing Comprehension Skills. Enhances critical thinking skills ○ Encouraging Independent Learning Taps into emotional and intellectual responses ○ Improving Word Retention Reflects deeper understanding of themes Paraphrasing Yields personalized interpretations ○ Strengthening Understanding of Poetic Language Allows students to summarize key concepts ○ Developing Analytical Skills Showcases mastery through creativity ○ Promoting Confidence in Interpretation Strengthens their use of literary devices Engages different learning styles  Page 6 Simplifies complex ideas into compact forms POETIC FORMS 4. RUBRICS 1. Haiku: Rubrics is a type of rating scale to assess students' A three-line poem (5-7-5 syllables) that captures a poetry based on a predetermined set of criteria. moment in nature. Providing the assessor/teacher to review any 2. Limerick possible mistakes or shortcomings of a student's A humorous five-line poem with an AABBA rhyme work without compromising the overall integrity of scheme. the piece. 3. Acrostic In an acrostic poem, the first letters of each line spell 5. ASSESSMENTS LISTS out a word. Includes the elements that will be assessed or the 4. Cinquain steps necessary to complete a task. A five-line poem that can follow various structures. 5. Couplet DEVELOPING APPROPRIATE CRITERIA FOR ASSESSING POETRY Two rhymed lines expressing a complete thought. 6. Tanka Tips for Writing Effective Assessment Criteria: A five-line poem with a 5-7-5-7-7 syllable structure. 1. Review Learning Outcomes and Assessment Tasks Deeper exploration of themes or emotions, making it Choose assessment tasks that are relevant to the suitable for reflecting on character development or learning outcomes, learning opportunities, and relationships in literature. assessment methodologies. 7. Sijo A traditional Korean poetic form consisting of three 2. Distinguish the difference between “criteria” and lines, with a specific structure focusing on themes or “standards” emotions. Criterion is a characteristic that can be used to determine the quality of anything without making TYPES OF ASSESSMENTS USED IN TEACHING POETRY any statements or assumptions about the actual 1. POETRY PORTFOLIOS quality. (Left side) (content, organization, creativity) To document a person's progress, skills, and or Standards describe specific levels of quality, accomplishment. success, or performance. (Excellent, Good, Fair) 2. TEACHER AND PEER CONFERENCES The conference can be done through either 3. Refer to relevant resources teacher-to-student or peer-to-peer interactions. Policies (e.g., Academic Regulations: Section 4: 3. JOURNALING Grading Scales) Act of writing down a person’s thoughts and feelings Faculty, school or department resources (e.g., to understand them more clearly. guidelines, models, exemplars, program learning Different forms of journals: outcomes) ○ Diary-style ○ Reflective journals 4. List, Describe, Curate and Organize Criteria ○ Double-entry journals List all that students must know and be able to do to ○ Dialogue journals pass the course or assignment. ○ Reader-response journals Four or five criteria are typically acceptable per Journal: unit, or three to ten per course. These characteristics Structured and reflective record. should be roughly equally important. Documents thoughts, ideas, or observations over time. 5. Create a marking scheme May include reflections on personal growth and Determine how many performance standards to learning. Diary: describe. Personal and informal record. The number of verbal description levels is Records daily events, feelings, or reactions in determined by your school's grading scheme and chronological order. practice. Used for private expression of emotions or experiences. 6. Label the verbal descriptors of standards Anecdotes: Clarity - Such clarity reduces vagueness on what is Brief, personal stories or accounts of specific required within these levels of performances. events. Shared to illustrate a point, entertain, or teach a Consistency - Evaluations can be as objective as lesson. possible and make the assessment more reliable. Standalone snapshots, not continuous like a diary Guidance - Students are guided on what establishes or journal. certain levels of achievement that they could focus on to improve.  Page 7 Alignment - Adhere to what the learning objectives Grade 8: Encourage sophisticated critical thinking and standards are so that it is reliable and helpful for and deeper self-reflection; evaluate work and both the teachers and students. consider implications. Feedback - With a clear descriptor, teachers have a more established way to deliver feedback to their Presentation and Style: students. Grade 7: Emphasize clarity and coherence; focus on Reflection and Self-Assessment - Facilitate basic grammar and organization. themselves as they learn how to evaluate their work Grade 8: Greater emphasis on voice, style, and through these assessment criterias, which gives audience awareness; adapt writing style for different them ownership of their learning. purposes. POETRY RUBRICS (GRADE 9-10) 7. Describe the standards for each criteria What is the difference between Grade 9 rubric and Grade 10 Use relatable terms that are not esoteric and rubric? obscure. Complexity of Skills Through the assessment criteria, it must point out the Grade 9: Focus on intermediate skills (deeper work of the students that demonstrated a analysis, complex narrative structures, greater below-average standard. understanding of themes); clear organization and sophisticated literary devices. 8. Weight the criteria Grade 10: Emphasize advanced thinking skills Weigh the criteria according to how relative and (analyzing, evaluating, synthesizing information); aligned the criterias are with what the students are writing involves persuasive techniques and nuanced learning. vocabulary. 9. Create grading criteria Critical Thinking and Reflection: When crafting a grading criteria, educators must Grade 9: Focus on deeper comprehension and start from defining ‘poor’ standard level of reflection; more developed depth of reflection than performance to ‘excellent’ standard level of earlier grades. performance Grade 10: Encourage advanced critical thinking and There must be at least 2-3 intermediate levels and deeper self-reflection; evaluate work and consider the excellence level defined. broader implications. 10. Review and revise to ensure appropriateness and Presentation and Style: relevance Grade 9: Emphasize clarity and coherence; focus on organization, consistency of style, mechanics, advanced grammar and organization; style is grammar and formatting, alignment with program assessed more rigorously. and institutional grade descriptors and policies, Grade 10: Greater emphasis on voice, style, and appropriateness of the marking scheme or criteria. audience awareness; expected to write with distinct POETRY RUBRICS (GRADE 7-8) voice and adapt style for different purposes and Why is it important to have tailored rubrics for different audiences. grade levels? Alignment with Developmental Stages GIVING FEEDBACK Clarity in Learning Objectives What Constitutes an Effective Feedback Support for Diverse Learning Needs 1. Targeted - Should be specific and focused on particular Facilitation of Growth Tracking elements of the poem. Increased Student Engagement Imagery and Language Structure and Form What is the difference between grade 7 rubric and grade 8 Theme and Message rubric? Complexity of Skills 2. Communicates Progress - Should help poets understand Grade 7: Focus on foundational skills (basic analysis, their growth and areas for further development. narrative structure, theme understanding). Highlighting Improvements Grade 8: Emphasize higher-order thinking (analyzing, Setting Goals evaluating, synthesizing); use of persuasive techniques and sophisticated vocabulary. 3. Timely - The timing of feedback largely depends on the learning goals. Critical Thinking and Reflection Immediate feedback Grade 7: Focus on comprehension and basic ○ Ideal for new knowledge acquisition. reflection; straightforward depth. ○ Helps reinforce learning and correct misunderstandings quickly.  Page 8 Slightly delayed feedback SPECIFIC AIMS ○ It can enhance application of learned Specific Aims of a Story: knowledge. 1. Learners gain factual knowledge ○ Allows students time to reflect and develop 2. Teaching morals their own insights before external input. 3. Character development 4. Style of story writing 4. Gives Space for Learning - Reflect and take ownership of their creative process. Specific Aims of an Essay: Encouraging Self-Reflection 1. Learners gain factual knowledge Creating a Dialogue 2. Stimulating curiosity 3. Exposure to essay writing style 4. Organizing ideas Topic 6: STRATEGIES IN TEACHING PROSE Specific Aims of a Biography: INTRODUCTION ON TEACHING PROSE 1. Exposure to the lives of great people Teaching Prose goes beyond merely reading a 2. Character development passage; it involves engaging deeply with the text, 3. Aspiration for better things uncovering its nuances, and fostering an 4. Inculcating desirable sentiments appreciation for the art of writing. Specific Aims of a Play: The main aims of teaching prose are twofold: 1. Opportunities for self-expression 1. Literary Enrichment: 2. Playing different roles Developing students' appreciation for literature and 3. Conversational English enhancing their understanding of various literary 4. Character development forms, styles, and themes. 2. Content Knowledge: STRATEGIES INVOLVED IN TEACHING PROSE Grasp the underlying concepts and ideas within the ACTIVE READING STRATEGIES text, thereby deepening their understanding of the 1. Divide and Conquer: Encourage students to divide subject matter. longer texts into smaller sections. 2. Reread and Reflect: Have students reread key The development of reading strategies is crucial, including: passages multiple times to identify important details, 1. Judgment themes, and the author's intent. 2. Reasoning 3. Question Everything: Teach students to question the 3. Interpretation text and ask "why" to uncover deeper meanings and 4. Appreciation connections. 4. Identify Key Elements: Guide students to recognize A well-structured prose lesson should include the following the fiction elements (point of view, character, setting, elements: plot, structure, and theme) and how they contribute 1. It must be interesting to the overall meaning. 2. It should be well graded 3. More opportunities for oral discussions before VOCABULARY DEVELOPMENT reading the text 1. Explain New Words: Provide clear explanations of 4. Difficult words, phrases, and ideas should be clearly unfamiliar terms, using real-life examples to make explained by the teacher the meanings more relatable. 5. It must have provisions for silent reading and reading 2. Use Expositions: Employ expository techniques to aloud clarify difficult words, phrases, and idioms, and to enhance comprehension. AIMS OF TEACHING PROSE GENERAL AIMS MODEL READING 1. To understand the passage and grasp its meaning. 1. Read Aloud: The teacher should read selected 2. To read with correct pronunciation, stress, intonation, passages aloud with clear pronunciation, intonation, pause and articulation of voice. and phrasing. 3. To enable students to understand the passage by 2. Observe and Imitate: Students can observe the silent reading. teacher's reading and imitate their style to improve 4. To enrich their active and passive vocabulary. their own reading skills. 5. To express the ideas of the passage orally and in 3. Provide Guidance: Offer instructions on posture, writing. attention, and engagement during reading. 6. To enjoy reading and writing. 7. To develop their imagination. 8. To prepare the students for world citizenship.  Page 9 CLASS DISCUSSIONS B. Writing Summaries: 1. Facilitate Open Dialogue: Encourage students to Have students summarize passages in their own words to share their thoughts, feelings, and interpretations of enhance retention and identify main ideas. the text. 2. Value Diverse Perspectives: Recognize that there C. Answering Comprehension Questions: can be multiple valid interpretations of a piece of Provide exercises with specific questions analyzing character prose. motivations, themes, or significant events in the text. 3. Ask Thought-Provoking Questions: Pose questions that stimulate deeper thinking and critical analysis. D. Creative Exercises: 4. Utilize Small Group Discussions: Divide students into Encourage students to rewrite scenes, imagine alternative small groups to discuss specific questions or topics. outcomes, or reflect on their responses as characters to deepen engagement with the text. WRITING A. Free-Writing and Brainstorming 3.1 Selecting Appropriate Texts Have students free-write a paragraph after reading a Thematic relevance prose piece, reflecting on their thoughts and Engage with Student Experiences summarizing key events to process the text. Language level B. Guided Writing Exercises Accessibility What are the central themes? Cultural context Describe the main character’s journey. Expand Horizons What emotions did the story evoke? Diversity C. Creative Writing Represent Multiple Voices Story Continuation: Write a continuation of the story. Alternate Endings: Rewrite the ending by changing a 3.2 Designing Interactive Exercises pivotal moment. Discussion Prompt Character Rewriting: Alter a key character’s traits Role Playing and rewrite a scene. Comparative Analysis Letters: Write letters to characters or Writing Tasks the author sharing thoughts and feedback. 3.3 Scanning for Keywords ACT IT OUT; CHANGE THE MEDIUM & INTEGRATE TECHNOLOGY Grasps the Main idea A. Acting It Out Save Time Assign students roles from prose fiction to enhance Building Vocabulary understanding. Allow practice time to grasp characters' emotions 3.4 Exploring Sentence Structure and Organization and thoughts. Understanding Sentence Structure Use adaptations (plays or movies) to help visual ○ Basic Sentence Elements learners simplify complex themes. Sentence Types B. Changing the Medium Sentence Variety Enhance comprehension by watching movie Sentence Combining adaptations of the prose. Paragraph Structure If no adaptation exists, view a similar film for Modes of Discourse comparison. Textual Cues Utilize author broadcasts for deeper insights into their Analyzing Structure work. C. Integrating Technology Practical Strategies Incorporate technology by watching movie Sentence-Writing Exercises adaptations or similar films. Paragraph Analysis Encourage students to create their own movies or Essay Writing skits based on the prose. Reading and Discussion This hands-on approach fosters comprehension, character research, and engaging experiences. 3.5 Engaging students with activities Sentence Surgeons ASSIGNMENTS Organizational Detectives Comprehension requires active engagement and Prose Puzzles critical thinking beyond just reading. A. Vocabulary and Spelling: Focus on learning new words from the prose, integrating them into writing assignments for context.  Page 10 CREATIVE WRITING EXERCISES Non-Fiction - Prose based on reality and facts, focused on A. Sentence Transformations: conveying truth. Examples include memoirs, biographies, and Challenge students to rewrite a simple sentence in essays. various ways, experimenting with different types and Drama - Prose written for performance, focused on structures. dialogues and actions. B. Paragraph Remix: Provide a paragraph for students to rewrite using a ASSESSMENT CRITERIA IN TEACHING PROSE different organizational pattern, such as Content Comprehension chronological order, spatial order, or It involves students’ understanding of the prose and compare-and-contrast. its key elements and details such as the characters, C. Prose Prompts: themes, or ideas. Offer creative writing prompts that encourage Literary Analysis exploration of different prose styles, sentence It involves students’ examination of the literary structures, and organizational patterns. devices and techniques used in the prose and their effects on its meaning and reading experience. DIGITAL TOOLS AND RESOURCES Critical Evaluation A. Sentence Diagramming Software It involves students’ assessment of the prose’s value Introduce online tools that help students visually and relevance, drawing connection to broader represent sentence structure. themes and context. B. Online Writing Communities Personal Response Encourage students to participate in online writing It involves students’ personal connection, communities where they can share their work, engagement, and reflection to the prose. receive feedback, and engage with other writers. Communication Skills C. Interactive Prose Games It involves students’ expression of ideas and insights Utilize online games and quizzes that test students' about the prose in written and verbal form. knowledge of sentence structure, organization, and literary devices. ASSESSMENT STRATEGIES IN TEACHING PROSE REAL-WORLD APPLICATIONS A. DIAGNOSTIC ASSESSMENT It evaluates students' prior knowledge and skills at the start A. Prose in the News of a lesson, helping teachers tailor instruction to meet Have students analyze newspaper articles or blog individual needs. posts, identifying how sentence structure and organization contribute to the writer's purpose and 1. Pre-Assessment Quizzes impact. 2. Think-Pair-Share B. Prose in Advertising 3. K-W-L Chart (K-W only) Examine advertising copy and discuss how 4. Entry Ticket persuasive language, sentence structure, and B. TRADITIONAL ASSESSMENT organization are used to influence consumers. It uses standardized formats to measure student recall and C. Prose in Speeches understanding of literature, providing a clear framework for Analyze famous speeches or political addresses, evaluation. focusing on how speakers use sentence structure, repetition, and other rhetorical devices to engage 1. Multiple Choice 2. True or False their audience. 3. Fill in the Blank 4. Matching COLLABORATIVE PROJECTS 5. Short Answer Question Prose Anthology 6. Oral Questions or Recitation Create their own prose anthology, featuring original writing from their classmates and exploring different C. FORMATIVE ASSESSMENT styles and structures. It is an ongoing process that monitors student understanding during lessons, allowing for immediate Prose Performance feedback and instructional adjustments. To perform their writing, either individually or in groups, using elements of drama or storytelling to 1. Collaborative Discussion bring their prose to life. 2. Concept Mapping 3. Reflective Journals 4. Think-Pair-Share TOPIC 7: ASSESSMENT IN TEACHING PROSE 5. K-W-L Chart (focusing on L) 6. Exit Ticket Fiction - Prose with imaginary stories with invented characters, settings, and plots. Examples include novels, novellas, and short stories.  Page 11 D. PERFORMANCE-BASED ASSESSMENT It requires students to demonstrate knowledge and skills through active tasks, emphasizing real-world application and collaboration. 1. Role-Playing 2. Debate 3. Dramatic Reading 4. Creative Writing E. PROJECT-BASED ASSESSMENT It involves extended projects that integrate various skills, encouraging exploration, creativity, and critical thinking in applying learned concepts. 1. Multimedia Presentation 2. Visual Art 3. Model 4. Film Adaptation 5. Game 6. Podcast 7. Literary Analysis 8. Research F. PORTFOLIO ASSESSMENT It collects student work over time, showcasing progress and encouraging self-reflection on learning and achievements. 1. Collection of Reflection Journals 2. Collection of Creative Writing Outputs 3. Self-Assessment CONSIDERATIONS FOR ASSESSMENT IN TEACHING PROSE 1. Alignment with Learning Objectives 2. Diversity in Learning Style and Preference 3. Holistic and Balanced Assessment 4. Clear Instruction and Feedback 5. Effective Integration of Technology 6. Peer and Self-Learning