Comprehending Poetry PDF

**Comprehending Poetry** Poetry is a type of literary text which aims to provoke a reader's imagination and emotions. It is considered as the oldest form of literature. It is as old as history **Three Main Genres** **Narrative Poems -** those that tell a story. they have story elements such as c...

**Comprehending Poetry** Poetry is a type of literary text which aims to provoke a reader's imagination and emotions. It is considered as the oldest form of literature. It is as old as history **Three Main Genres** **Narrative Poems -** those that tell a story. they have story elements such as characters, setting, plot, and theme. **Lyric Poems -** are those that can be sung. they use song-like and emotional words to describe a moment, an object, a feeling, or a person. **Dramatic Poems -** are those that express a character's point of view. they are written from the perspective of the character in the story. **Narrative Poems** **Allegory-** is a narrative poem that uses an extended metaphor to make a point **Ballad-** is a narrative poetry that can be sung **Burlesque-** a mock-epic poem presented in a melodramatic way. **Epic-** a long narrative poem that tells a story of a legendary hero **Lyric Poems** **Riddle-** is a short mystifying lyric poem that poses a question **Sonnet-** is a fourteen-line poem in iambic pentameter with a specific rhyme scheme, abab-cdc-efef-gg for the Shakesperean sonnet and abba-abba-cdcdcd for Petrarchan sonnet. **Haiku-** is a seventeen-syllable poem that uses natural imagery to express an emotion. **Elegy-** is a mournful poem as it honors the dead **Dramatic Poems** **Monologue**- a speech given by one character to another, or by one character to the audience (also known as dramatic verse when not in poetic form) **Soliloquy-** is a speech given by one character to himself or herself: a dramatic representation of inner monologue. **Literary Devices/ Poetic Devices** \- Establish musicality through rhyme scheme, titillate readers through its aesthetic language that enhances its meaning, and create a dramatic effect by intensifying the poem's mood. **3 Types of Poetic Devices** **DEVICES THAT CREATE RHYTHM** -Rhythms in English poetry refer to the stressed (/) and unstressed (x) syllables. Foot refers to the unit of each pattern. **DEVICES THAT ENHANCE MEANING** -The figures of speech are poetic devices that enhance the meaning of the poem. **DEVICES THAT INTENSIFY MOOD** -Figures of sound are the poetic devices used to build up the dynamic outlook of a poetic piece. **Devices that create rhythm** Iamb (x /) Trochee (/ x) Spondee (/ /) Dactyl (/ x x ) Anapest (x x /) **Devices that enhance meaning** **simile-** directly compares two unlike things or objects using "as or like" **metaphor-** unlike a simile, makes an indirect comparison between two unlike things **personification-** gives human attributes to inanimate objects. **hyperbole-** is noted for the use of exaggerations, making impossible seems possible. **hyperbaton-** ·defies conventions in writing to suit the intended poetic, rhythmic pattern. **Devices that intensify mood** **Onomatopoeia**- is a figure of sound that uses words that mimic the sound they represent. **Alliteration-** is a sound device that involves the repetition of the first consonant sound in multiple words within a line of the poem. **Assonance-** is noted for the repetition of the same vowel sounds in the line of a poem. **Consonance-** unlike alliteration, repeats the middle and final consonants within groups of words within the line of a poem. **STRATEGIES IN TEACHING AND ASSESSING POETRY** **Strategies -** The Oxford Dictionary defines strategies as a plan of action designed to achieve a significant goal. In teaching, strategies refer to how instruction is delivered to allow some students to learn the content. According to Harper (1988), students will understand and appreciate literature when the strategies used to teach literary texts are within their level. In the humanistic approach, literature is taught not in the traditional way where students read a text. It posits the idea that the interpretation of literary texts must be a dialectic process where readers appropriate their understanding beyond the author's purpose (Ricoeur 1976). **3 PHASES** **The preparatory phase** consists of pre-literary activities that allow students to use their linguistic abilities for a meaningful literary experience **Some of these activities to be used include** - identifying parallel themes with non-literary texts such as film, painting: - describing a character or a scenario through word of associations; establishing comprehension through resume techniques, - vocabulary building, - prereading questions, - guided role-play, - quote identification; - and predicting topic or theme from the title, - and inferring meaning from the lines of the poem (Steiner 1971, Kramsch 1985). ***The interpretative phase*** allows students opportunities to express, negotiate, and refine their interpretations of the text. In this dialogic process, the activities include dialogue techniques ( Mead 1980), sequenced, personalized question strategies Birckbichler (1980) and Muyskens (1983), rewriting a text, oral presentations like choral reading, reading aloud, spoken poetry, etc. ***The synthesis phase*** as the final stage enables students to view a text as a unique whole activities such as commenting on the poet's work, writing a reader's response, and differentiated outputs like photo collage, painting, and others will enable them to express how a specific work affects them and foster their creativity. **6 STRATEGIES IN TEACHING POETRY** **1. Read it aloud a few times-** readers can easily comprehend if they are reading it aloud. **2. Learn about the poet prior to the reading-** it is important to search for the writer\'s background because we will have an idea on what are the reasons why he wrote the specific literary piece. **3. Identify and define words and dense do not know-** We should always be the guide of the students, we should let them ask us in their queries. **4. Visualize the images, clarify words and phrases -** letting the students visualize what is the real happening on the poem they are being more engaged and the teaching-learning process. **5. Teach figurative language to the students. -** figurative language can always be encountered in different poems **6. Evaluate the poem theme and allow your students\' understanding to grow -** theme helps us to know and mark in our mind what is the main subject of a poem that we have read. **DIFFERENT ASSESSMENTS USED IN TEACHING POETRY** **1. Poetry Portfolio -** A portfolio may take some time to compile but this is the best way to assess students' growth in a span of a semester or grading period. **2. Teacher and Peer Conferences -** This serves as a window to see the insight of the students and the purpose of writing the poem. Here the teacher can give suggestions and feedback to the students about their work. **3. Rubrics and Assessment List** - A rubric is a type of rating scale or a structured approach to assessing students' poetry and focuses on assessing a predetermined set of criteria. **GUIDELINES FOR MAKING A POETRY PORTFOLIO** we have here the acronym **CRAFT** **C** -collect all the poems that you have done **R**- respond to the analysis, **A** - act by making your own portfolio **F** - form your own portfolio design and **T** - try and finish your final product **Outcome -Based Education-** education in which an emphasis is placed on a clearly articulated idea of what students are expected to know and be able to do, that is what skills and knowledge they need to have, when they leave the school system. **Three salient components of the plan:**\ \ * Intended Learning Outcomes* (ILO)\ * Teaching Learning Activities* (ATs)\ * Assessment Task* (ATs) ***Intended Learning Outcomes* (ILO)** \- define what a learner will have acquired and will be able to do upon successfully completing their studies. ILOs should be expressed from the students\' perspective and are measurable, achievable and assessable. ***Teaching Learning Activities* (ATs)** \- a learning and teaching activity enable students to engage with a facilitator to learn the knowledge or skills required to achieve the desired educational outcome. ***Assessment Task* (ATs)** \- an assessment task is a tool, device or constructed situation that creates the opportunity for learners to demonstrate or display the nature and depth of their learning. **The 3Ps Plan** **1. Preparation** **-** includes the motivating activity, reading the poem, and knowing about the author's life. **2. Presentation** \- consist of analyzing the poem's form and structure, drawing out the images from the poem, explaining literary devices used, and unveiling the poems message. **3. Performance** **-** includes comparing the poem with another and even doing reflective artworks. **COMPREHENSION AND APPRECIATION OF PROSE** **PROSE** \- A form of written and spoken language that is not verse. \- Written or spoken language that flows continuously. \- Does not follow rhythmic patterns like poetry. **CHARACTERISTICS OF PROSE** **Conversational Tone:** builds rapport **Straightforward Expression:** clarity and logic **Controlled Emotions:** logical and restrained **Prosaic:** may seem plain but still creative. **TYPES OF WRITING IN PROSE** **Argumentation and Debate:** clear reasoning **Technical Writing:** clarity and logical structure. **Philosophical and Scientific Writing:** order and precision.\ \ **\ ELEMENTS OF PROSE** **Theme/Content:** The main idea or message. **Style/Presentation:** How the idea is conveyed (clear, logical structure). **STRUCTURE OF PROSE** Sentences and paragraphs: ideas are logically built. Comprehension: grasp relationships between ideas, not just individual words. **SKILLS DEVELOPED FROM UNDERSTANDING PROSE** Reading Comprehension: identify main ideas and make inferences Vocabulary Development: learn new words Higher-Order Thinking: apply reasoning to complex ideas **COMPREHENSION OF PROSE** Understand the meaning of prose. Grasp themes, ideas, and messages. Follow the logical structure and flow. **APPRECIATION OF PROSE** Recognize the artistry of prose. Understand the writer\'s word choices and structure. See how these enhance the story. Appreciate the writing style. **Recalling and Understanding Prose and Dramatic Prose** **What is Prose?** **\"Prose**\" is derived from the Latin expression **\"prosa oratio\"** meaning literally straightforward or direct speech. \- In literature, prose is a style of writing or speaking done in a straightforward, conversational manner rather than poetic. \- Dramatic prose is a style of writing that aims to create a dramatic effect, similar to that found in plays. **Types of Prose** DESCRIPTIVE NARRATIVE EXPOSITORY **DESCRIPTIVE PROSE** -is a piece of writing which is used to describe things as they are. **EXPOSITORY PROSE** - deals with explanations or definitions. It aims to explain and clarify. **NARRATVE PROSE-** refers to a piece of writing focused on describing and telling factual events **Forms of Prose** - Fiction - Non-fiction - Novels - Short Stories - Novelette - Drama **Fiction** \- is a product of the imagination of man \- It can be an allegory, romance, and or satire. **Prose Allegory** \- a prose fiction wherein characters, ideas and actions are implied and represent something else **MYTH** -a traditional story written anonymously, which explains briefly a custom or a mysterious natural phenomenon. **FABLE-** a story which uses animals as characters to tell a moral lesson **PARABLE-** a story which illustrates one or more instructive lessons **LEGENDS-** stories of origins about an object, a place or an event **Prose Romance -** stories of supernatural or magical events, fantastic and unrealistic **Fairy Tales -**are stories whose motifs, expressions and themes are typical such as supernatural challenges and restoration with characters such as cruel king and wicked stepmothers and which mostly have happy endings **Satire -** are humorous stories used to ridicule human vices and follies evident in its plot **Non-fiction -** is writing based on factual, realistic events, and real people. These writings could be essays, biography/autobiography or history, letters/ Epistles, diaries, journals, book reviews, literary criticisms and scientific and current publication. **Essay** - is an analytic and interpretative composition that deals on a subject in a more personal point. **Descriptive** - places the picture in your head; writes a creative story with a compelling plot; describing an event **Expository -** explains something: informs and educates the reader about a particular issue; investigates a particular subject **Narrative** - creates some compelling story on any subject that the one can imagine **Persuasive -** sells opinion on some topic; wants the audience to agree; convincing someone **Other types of Essays** - Process - Cause and Effect - Reflective - Compare and Contrast - Nature - Biographical - Critical - Periodical - Didactic **Novels -**are long and complex invented prose narrative dealing with human experiences with events arranged in sequence. **Short Story** - is a story with limited length and possesses the following elements such as characterization, unity, cumulative interest, climax, and resolution. **Novelette** - A novelette is in between short story and novels. It is neither too short a story nor too long as a novel. **Drama -** is written in dialogues intended for presentation and/or interpretation by an actor. **Identifying Materials Resources and Applying strategies in Teaching Prose** **WHAT IS PROSE?** \- Teaching prose is teaching reading with comprehension. It teaches students the different reading skills such acquiring new vocabulary and content words and many other skills.  **WHAT IS TEACHING PROSE?** \- Prose is the ordinary language people use in speaking or writing. **The main objectives in teaching prose are the following:** 1\. to develop learners' ability to read aloud with correct pronunciation and rhythm; 2\. to enrich vocabulary of the learners; 3\. to enhance learners' ability to comprehend the meaning of the text; 4\. to develop learners' ability to enjoy reading short message; 5\. to express ideas freely orally and in writing; and 6\. to enjoy reading and writing. **When planning to teach prose, it is important to be familiarized with the following steps:** 1.  **Set Induction** with the use of proper techniques reinforcements by the teacher. 2\.   **Announce the topic** with proper gestures to reach the student on topic. 3\.   **Explain** with proper illustrations , gestures, and proper attire. 4\.   **Ask one or two developmental questions** to know students in teaching-learning process. 5\.   **Recapitulate 4-5 questions** after communicating the lesson with proper reinforcements. 6\.   **Ask evaluation questions** in the objective type. 7\.   **Provide assignments ** in essay type. **Another way to plan for teaching prose includes the following steps;** **1. Introduce the prose lesson.** Create interest and attract  students' attentions, ask appropriate questions to arouse students for new lesson. **2. Teach the structures.**  Guide students to identify new structures and highlight the elements of pattern, and their order and nature.  **3.  Divide text into smaller units.**  Break the text into two smaller, more manageable units. **4.  Teach vocabulary.**  Use an object, a model or a picture to clarify meaning. **5. Model reading (by teacher)** Teacher reads the passage carefully with correct pronunciation of the words, phrases, and intonation because he/she is being observed and imitated by his/her students.  **Another way to plan for teaching prose includes the following steps;** **6.  Silent Reading** (by students) Students are given time to silently read the passage. **7. Test comprehension** Teacher checks the students' comprehension ability by asking questions to students. **8.  Test application.** Teacher evaluates students' achievement orally or in written type. **9.  Loud Reading (by students)**. Students read and taught units aloud one by one in class.. **10. Give assignment**. Teacher gives assignment to students. **Another way of preparing a lesson in the teaching prose includes the following steps:** **1. Motivation -** Motivation includes all tactics the teacher applies to get students ready for the day\'s lesson. **2. Presentation-** Presentation of the lesson should keep the following in view: attention, retention, and grasp of the students. **A. Model reading by the teacher -** The teacher reads out the material aloud making sure his/her voice is audible and with a clear pronunciation, intonation, stress, rhythm, style etc. **b. Loud reading by the students -** Students will be asked to read out the passage loudly one by one to ensure the correct tone, pronunciation, fluency etc.  **c. Difficult words/structures to be dealt with -** Expose clear and explain the new words, difficult words, structures, idioms, phrases and other grammatical items. **Another way of preparing a lesson in the teaching prose includes the following steps:** **d. Silent reading by the students-** Students may be asked to proceed on to silent reading to clarify each and every point individually and increase students\' comprehension **3. Recapitulation -** Students may be asked to proceed on to silent reading to clarify each and every point individually and increase students\' comprehension **4. Evaluation -** Teacher tests whether the set objective has been achieved or not.  **Here are other strategies in teaching prose:** **Silent Reading --** It is a time reduces cognitive load and helps the learner to comprehend and remember what was read because it allows learners to concentrate better and absorbs from the text faster. Giving students daily independent silent reading provides them fluency models, vocabulary building, knowledge on concepts, improvement on attitude toward reading. **Prose Performances --** The combination of music and spoken word can be a powerful thing. The ability of the music to add weight to words, to add texture and ambience and scope, allows the recital to become something bigger than just speech, and falls into the category of performance. **Modes of Performances:** 1\. **Lyric mode-** intended for private contemplation 2\. **Dramatic mode-**characters are defined 3\. **Epic mode**- combining lyric and dramatic mode with a narrator telling about the characters. **Drama Performance --** The act of performing a drama or act of presenting a play, such as literary works under prose. **How to do dramatic performance** 1\. Connect personal experiences in the events in the drama by using good questioning techniques. 2\. Visualize characters while reading stage directions. 3\. Evaluate the words and actions of character and find out what motivate them. 4\. Notice character changes. 5\. Compare characters. How to do dramatic performance 6\. Analyze monologues and soliloquy. 7\. Read the play aloud. 8\. Identify the setting. 9\. Evaluate how the setting affects the mood of the play. 10\. Identify major and minor conflicts. **Features in Dramatic Performance** 1\. It should be performed on stage in front of an audience. 2\. It has to have actors, dialogues, and actions. **Materials and Resources in Teaching Prose** There are several types of materials that can be used in teaching prose: a\. Printed materials like books, textbooks, and modules are used to provide students a variety of resources in prose readings. b\. Lesson plan guides the teachers in teaching the day\'s prose lesson. c\. Curriculum Guide provides the specific goals, objectives, competencies, content learning experiences, instructional resources, assessments for a specific literature program. **Materials and Resources in Teaching Prose Teaching** \- There are several types of materials that can be used in teaching prose: d\. Power point presentation acts as a visual presentation of lesson. e\. Videos provide audio visual contents in prose that are not available or limited in printed materials. f\. Internet provides students access to the prose content anytime anywhere students have the internet connectivity. **Materials and Resources in Teaching Prose Teaching** \- There are several types of materials that can be used in teaching prose: g\. Graphic presentations enhance students understanding of a concept h\. Teaching aids such as blackboard, laptop, projector, etc. can make teaching and learning prose easier and faster. **Recognizing Assessment in Teaching Prose** **PROSE** The term Prose is from the Latin word *Prosa,* a short word for *Prosaoratio* which means straight forward speech. Prose is the art of selecting appropriate words and arrange them in the most appropriate of literature. Prose is a form of language which applies ordinary grammatical structures and nature flow of speech rather rhythmic structure. **GENERAL AIM OF TEACHING PROSE** - To enable students to understand the passage and grasp its meaning. - To enable the pupils to read English passages loudly with correct pronunciation, stress intonation, and articulation of voice. - To enable them to understand the passage by silent reading. - To enrich their active and passive vocabularies. - To enable the theme to express ideas of the passage orally and in writing. **SPECIFIC AIM OF TEACHING ENGLISH PROSE** -Specific aims vary according to the subject matter of the prose lessons. A prose lesson may be... - Descriptive - Story - Essay - Biography - Play **MOTIVATION** **-** The essential spark that ignites a student\'s interest and engagement in learning. In the context of teaching prose, it involves creating a stimulating environment that encourages students to actively participate, think critically, and appreciate the beauty and depth of the text. **PREPARATION** **-** The most important and time-consuming part of the lesson plan. The teacher must present the lesson in a way that captures the attention, retention, and understanding of the students. The presentation should be neither too short nor too long. **PREPARATION** **The presentation part includes the following sub-sections:** 1\. Model Reading by the Teacher 2\. Loud Reading by the Students 3\. Explanation of Difficult Words and Structure 4\. Silent Reading **RECAPITULATION** The teacher should summarize the key points of the lesson, clarify any student doubts, and provide further explanations for difficult concepts. This will reinforce understanding and ensure that students have a clear grasp of the material before moving on to the final step of the lesson. **EVALUATION** The primary purpose of evaluation is to assess whether the lesson objectives have been achieved. At the end of each lesson, the teacher should administer application questions to gauge the success of the lesson plan in meeting the predetermined objectives.