Unit-3_Teaching-Poetry-Module.pdf

UNIT III TEACHING POETRY Poetry can still be reflected in three major classifications – comedy, tragedy, and epic – as originally explained by one of the world’s great philosophers, Aristotle. However, at the present time, many writers and literary enthusiasts have provided concrete standa...

UNIT III TEACHING POETRY Poetry can still be reflected in three major classifications – comedy, tragedy, and epic – as originally explained by one of the world’s great philosophers, Aristotle. However, at the present time, many writers and literary enthusiasts have provided concrete standards and criteria to clearly classify different works of poetry according to their similarities in terms of style, form, pattern, structures, rhyme scheme, rhythm, and other related poetic techniques and devices used. Accordingly, poetry can generally be classified as narrative, lyric, and dramatic (Hess, 2020). Objectives At the end of the unit, I am able to: 1. adapt competency-based learning materials in teaching prose and drama which respond to the various linguistic, cultural, socio-economic, and religious backgrounds of learners; 2. identify a range of assessment strategies in teaching prose and drama that address learners’ needs, progress, and achievement which are consistent with the selected competencies; 3. craft a learning plan according to the English curricula that develops higher order thinking skills of learners through the use of prose texts; and 4. conduct a teaching demonstration of a developmentally-sequenced learning process using innovative teaching principles, skills, and strategies for teaching prose and drama. TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 25  ctivating Your Prior Knowledge A Directions: Assess what you know about Unit III: Teaching Poetry by completing the first two columns in this K-W-L chart before you proceed to other activities. As you discover new things throughout your engagement with this Unit, you can go back to complete the third column (What I Learned). Good luck to you, future educator! What I Know What I Want to Know What I Learned about this Unit about this Unit in this Unit ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ ______________________ ______________________ ______________________ ________________________ ________________________ ________________________ EXPANDING Your Knowledge Genres of Poetry Poetry can still be reflected into three major classifications – comedy, tragedy and epic – as originally explained by one of the world’s great philosopher, Aristotle. However, at the present time, many writers and literary enthusiasts have provided concrete standards and criteria to clearly classify different works of poetry according to their similarities in terms of style, form, pattern, structures, rhyme scheme, rhythm, and other related poetic techniques and devices used. Accordingly, poetry can generally be classified as narrative, lyric, and dramatic (Hess, 2020). 1. Narrative Poetry is a poem that tells a story. It almost always contains plot and other elements of prose literature but written in verses and stanzas. It usually follows a fixed versed such as rhyme scheme and meter but it is possible to have narrative poetry following blank verse and free verse form. Some other examples of narrative poetry include: The Canterbury Tales by Geoffrey Chaucer, The Divine Comedy” by Dante, Hiawatha by Henry Wadsworth Longfellow, Raven by Edgar Allan Poe, The Rape of Lucrece by Shakespeare and The Rape of Lock by Alexander Pope (Hess, 2020). Types of Narrative Poetry (Marasigan, n.d.) a. Ballad is a poem that tells a story. It is also a short narrative poem telling a single incident in simple meter and stanzas. It is a poem almost similar to a folk tale which uses a repeated refrain. Oftentimes, it can easily be put to music Examples: The Walrus and the Carpenter by Lewis Carroll, The Ballad of Reading Gaol by Oscar Wilde, Unchained Melody by Righteous Brothers I Can’t Help Falling in Love With You by Elvis Presley TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 26  b. Epic is a long narrative poem usually about heroic deeds and supernatural phenomenon that mainly involves characters/heroes or events of great significance on tribal group or country. Examples: Beowulf and Iliad & Odyssey by Homer Paradise Lost by John Milton, The Life of Lam-Ang (an Ilocano epic) The Ibalon (from the Bicol region) c. Metrical Tale is a poem which has features of a prose story and typically about an adventure quest, love, romance, and various phrases of life. This poem can just be a brief story or as long as a novel. Usually, it has happy ending such a knight on a quest who will have romantic reward for his accomplishments. Examples: The Lady of Shallot by Alfred Lord Tennyson The Lady of the Lake by Sir Walter Scott Florante at Laura by Francisco Balagtas 2. Lyric Poetry is a personal poem that appeals to emotions. It reveals poet’s strong emotions, feelings and moods towards the subject. It usually follows a fixed versed such as rhyme scheme and meter. Its name derived from “lyre”, a musical instrument that can set emotion. Types of Lyric Poetry (Marasigan, n.d.) a. Ode is an emotional but dignified poem written and delivered to praise someone or something. Ode is the most majestic of all types of lyric poem. Examples: Ode to the West Wind by Percy Bysshe Shelley The Progress of Poesy by Thomas Gray Ode on a Grecian Urn by John Keats b. Elegy is another emotional poem that intended to praise someone who passed away. Though originally, this poem serves to praise the dead person, the poet would probably turn it into grief and sorrow at the latter part of the poem. Examples: O Captain! My Captain! by Walt Whitman Because I Could Not Stop For Death by Emily Dickinson Adonais by Percy Shelley In Memoriam A.H.H. by Alfred Lord Tennyson c. Song is a lyric poem in a regular metrical pattern. It is originally patterned with 12 syllables set into music. d. Sonnet is a lyric poem with definite structure and meter. It consists of 14-iambic pentameter lines. Traditionally, it conveys idea of love. It has two basic kinds – Shakespearean and Petrarchan sonnets. d.1. English Sonnet is also called as Shakespearean Sonnet (because Shakespeare is regarded as the most acclaimed and notable poet who used this structure). Each line is written following an iambic pentameter form. Its structure consists of 3 quatrains and a final couplet (14 lines in all). It follows a rhyming pattern of ABAB, CDCD, EFEF, GG. Volta or solution/conclusion is set in the final couplet. It comes from Italian word “sonetto” which means “little song.” Examples: My Mistress’ Eyes Are Nothing Like the Sun and Shall I Compare Thee To A Summers’ Day by William Shakespeare I Carry Your Heart With Me by E.E. Cummings Death Be Not Proud by John Donne TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 27  d.2. Italian Sonnet is also called as Petrarchan Sonnet (because Francesco Petrarca simply known as Petrarch and is regarded as the most acclaimed and notable poet who used this structure). It also has 14 line in all but its structure is divided into just two parts. The first stanza is an octave (8 line-stanza) and the second is a sestet (6 line-stanza). It follows ABBAABBA for the octave and CDCDCD or CDECDE for the sestet. Volta is usually found in the 8th or 9th line. Examples: The World is Too Much with Us by William Wordsworth On His Blindness by John Milton How Do I Love Thee by Elizabeth Barrett Browning 3. Dramatic Poetry is sometimes called Dramatic Verse or Verse Drama which is an emotional poem (dialogue written in verses) that is intended to be delivered and can either be spoken or sung (Barnett, 2020). It is very useful in theatrical plays and performances. Types of Dramatic Poetry (Barnett, 2020) a. Soliloquy comes from Latin word “solo” which means “to himself” and “loquor” which means “I speak.” It literally means “to speak to himself.” In play performances, soliloquy is delivered when a character shared his thoughts, feelings and emotions aloud to be heard and understood by audience but as if speaking only to himself. Examples: In the tragic play Hamlet by Shakespeare, there is a line where Hamlet questions whether it is better to live or die” b. Dramatic Monologue is another type of dramatic poetry normally used in plays and theaters. Almost same concept with “soliloquy” however, it requires another character. The character performing the monologue express his thoughts to another character who does not have line or counter argument. c. Character Sketch - used to let the audience feel something for the character being described. Through this, audience will be emotionally attached to the character. d. Dialogue pertains to the line and exchange of conversation of one character to other characters Poetic Devices Poetic devices refer to various techniques which includes form, style, diction, meaning, and structure used to write poems. These are of primary important to create a well-sounded, highly-appealing and even visually-concrete poems that appeals not just in emotions but also to the intellect of anyone who will read it. Furthermore, it can also help to add color and realistically powerful words that will increase readers unique experience as he reads or hears to poem. Poetic Diction 1. Sound is used to produce a synchronize blending and harmony through the used of words which have same sounds or even lines with same number of syllables. This will help the poet to convey his message by combining words with the same sounds to create a more pleasing atmosphere or mood a. Alliteration is the repetition of an initial consonant sound. Examples: Stellar students synthesize sweet sentences. Becky’s beagle barked and bayed becoming bothersome for Billy. Can you keep the cat from clawing the couch? It’s creating chaos. b. Assonance - repetition of internal vowel sounds of neighboring words in every line Examples: Men sell the wedding bells. TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 28  I lie down by the side for my bride Fleet feet sweep by sleeping geese Hear the lark and harden to the Barking of the dark fox gone to ground (Pink Floyd) c. Consonance is almost similar with alliteration because it also refers to repetition of consonant sounds. However, unlike Alliteration which covers initial consonant sounds, Consonance can happen through the repetition of consonant sounds regardless of its position (initial, medial, final). Examples: All mammals named Sam are clammy. The big frog was on a log. All’s well that ends well. d. Onomatopoeia is the use of words that suggest and produce imaginary sounds. Examples: Marky slipped with a whoop and bumped down onto the slide, swooshing to the bottom. (The underlined words suggest vivid sounds of how Marky slides.) Let’s have one day for girls and boyses When you can make the grandest noises. Screech, scream, holler, and yell – Buzz a buzzer, clang a bell, Sneeze – hiccup – whistle – shout, Laugh until your lungs wear out. (Excerpt: Noise Day by Shel Silverstein) Other examples: boom arf cock-a-doodle-do pow whoosh drip-drops 2. Rhythm refers to how different blending and combination of words within the lines, stanza or meter which produce harmonic effect and impact (learn.lexiconic.net, n.d.) a. Repetition - intentional repetition of words, phrases or even the entire line to emphasize a feeling or idea and to create balance rhythm Examples: The woods are lovely, dark, and deep But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep. (Excerpt: Stopping by Woods On a Snowy Evening by Robert Frost) b. Rhyme – repetition of similar sounds within each line or in every end of line in a stanza b.1. End Rhyme refers to the repetition of sounds at the end of two or more lines Examples: “My mistress’ eyes are nothing like the sun; (a) Coral is far more red than her lips’ red; (b) If snow be white, why then her breasts are dun; (a) If hairs be wires, black wires grow on her head.” (b) (Sonnet 130 by William Shakespeare) Note: The poem follows a rhyme scheme of “abab.” b.2. Internal Rhyme occurs when same sound can be heard from different words within a line. It can be heard in the middle of a line. Examples: “In mist or cloud, on mast or shoud It perched for vespers nine; While all the night, through fog smoke white, Glimmered the white Moon-shine” (The Rime of the Ancient Mariner by Samuel Taylor Colleridge) TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 29 3. Meaning. Words to be used in any type of poetry can have both denotative and/or connotative meanings. a. Denotation refers to the literal meaning of the word. It is the word meaning found in general dictionaries (dictionary meaning). b. Connotation refers to word’s implied or figurative meaning. Figures of Speech as connotative devices (Nordquist, 2020) a. Anaphora. Words, clauses or phrases at the beginning of succeeding lines/ phrases are repeated Examples: Five years have passed; Five summers, with the length of Five long winters! And again I hear these water. (Tintern Abbey by William Wordsworth) In every cry of every Man, In every infant’s cry of fear, In every voice, in every ban, The mind-forged manacles I hear (London by William Blake) b. Antithesis refers to contradicting ideas put together and make the meaning balance with one another. Examples: Many are called, but few are chosen. (Matthew 22:14) That’s one small step for a man, one giant leap for mankind. (Neil Armstrong) c. Apostrophe is addressing absent thing or person as if they are alive. It usually has “Oh” or “O” as expression to address the nonexistent thing. Examples: O Jerusalem, Jerusalem, the city that kills the prophets and stones those sent to her!” (Luke 13:34) Twinkle, twinkle, little star How I wonder what you are. (Twinkle, Twinkle, Little Star by Jane Taylor) O holy night! The starts are brightly shining! (O Holy Night by A. Adam & J.S. Dwight) d. Euphemism is used of a safer word or phrase to soften the message of offensive and harsh words. Examples: passed away instead of died or killed misunderstanding instead of fight or argument Don’t ever call me mad, Mycroft. I’m not mad. I’m just…well, diffently moraled, that’s all (The Eyre Affair by Jasper Fforde) e. Hyperbole is the use of overstated or exaggerated words to make things bigger as it is or to emphasize it. Examples: When my father snores, he raises the roof. I am dying of shame. Here once the embattled farmers stood And fired the shot heard round the world. (The Concord Hymn by Ralph Waldo Emerson) f. Understatement is the opposite of hyperbole. It uses words to make thing less important or not serious. Examples: An atomic blast is somewhat noisy. Hitler was not a nice person. Bill Gate is financially secure. I have to have this operation. It isn’t very serious. I have this tiny little tumor on the brain. (Catcher in the Rye by Holden Caulfield) TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 30  g. Irony. Its literal meaning is opposite of what the speaker/writer wants to express. Examples: Thank you, Officer, now that you have my license I can’t drive. (The driver was mad and irritated but instead of directly expressing his anger. The driver used irony in a way of thanking the officer but it means the opposite.) h. Litotes is a way of expressing affirmation using two negative terms. Examples: The Rivera’s Clan is not infamous in the city. The panel members aren’t unhappy of his presentation. Not bad. Not bad at all. i. Metaphor is an implied or indirect comparison between two or more things. Examples: You are the sunshine of my life. His words are pearls of wisdom. Love is walk in the rain at night, Two hands holding onto each other tight; Love is honey on a pair of lips, Onto a tender heart it drips. j. Metonymy is the use of words to substitute for another usually related into it. Examples: Pen is mightier than a sword. (Pen is used to as substitute for writing.) Malacañang placed the entire Luzon under the ECQ. (Malacañang is used as substitute for President.) k. Oxymoron refers two contradicting words or ideas combined together Examples: cruel kindness beautiful disaster living death deafening silence l. Paradox is a sentence which somehow contradicts itself. Examples: Save money by spending it. Men work together whether they work together or apart. (Robert Frost) Whatever you do will be insignificant, but it is important that you do it. (Gandhi) m. Personification is giving human qualities to inanimate things usually object or abstract ideas. Examples: Your clothes invited my attention. The moon looked down below the earth. When all at once I saw a crowd A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. (I Wandered Lonely as a Cloud by William Wordsworth) n. Simile is a direct comparison between two unlike things. It uses “like”, “as” and “resembles” in comparing. Examples: You are like a rose. His intentions are clear as crystal waters. Your teeth are like stars; They come out at night. They come back at dawn When they’re ready to bite. (Your Teeth by Denise Rogers) Twinkle, twinkle, little star How I wonder what you are. Up above the world so high, Like a diamond in the sky.” (Twinkle, Twinkle, Little Star by Jane Taylor) o. Synecdoche is the use of a “part” to represent a whole. TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 31  Examples: The western wave was all a-flame. The day was well was nigh done! Almost upon the western wave Rested the broad bright Sun (The Rime of the Ancient Mariner by Samuel Taylor Coleridge) (Western wave” is a synecdoche as it refers to the “sea” by the name of one its parts, a “wave.”) Other Connotative Devices 1. Allusion is “a reference made by borrowing familiar phrases from literature, history or contemporary life to enrich one’s writing.” (Dorcas et al., 2009) 2. Symbolism is the use of something or object beyond its literal meaning. 3. Symbol refers to something impliedly mention in poem but can be associated with it through it 4. Imagery is the effective and powerful use of words to visually imagine something expressed in the poem through appealing to the senses. 4.a Visual Imagery pertains to graphics, visual scenes, pictures, or the sense of sight. 4.b Auditory Imagery pertains to sounds, noises, music, or the sense of hearing. 4.c Olfactory Imagery pertains to odors, scents, or the sense of smell. 4.d Gustatory Imagery pertains to flavors, or the sense of taste. 4.e Tactile Imagery pertains to physical textures, or the sense of touch. Poetic Form 1. Fixed Verse - type of poetry which highly follows a required or standard set of form and pattern (e.g. consistent meter, stanza or rhyme scheme) 2. Blank Verse - type of poetry which has 10 syllables per line and follows “iambic pentameter”; however, this is also called “unrhymed iambic pentameter” because the end sound of every line does not rhyme 3. Free Verse - type of poetry which do not conform with any consistent number of lines in each verse, rhyming pattern, poetic foot and meter, structure and others Poetic Foot refers to the recurring pattern of two or three syllables - strong (stressed) and weak (unstressed) syllables (lexiconic.net, n.d.). 1. Iamb (Iambic) - weak syllable followed by strong syllable 2. Trochee (Trochaic) - strong syllable followed by a weak syllable 3. Anapest (Anapestic) - two weak syllables followed by a strong syllable 4. Dactyl (Dactylic) - a strong syllable followed by two weak syllables 5. Spondee (Spondaic) - two strong syllables (not common as lines, but appears as a foot and usually found at the end of the line/poem). Number of Feet (lexiconic.net, n.d.) 1. one foot = monometer 2. two feet = dimeter 3. three feet = trimeter 4. four feet = tetrameter 5. five feet = pentameter 6. six feet = hexameter (when hexameter is in iambic rhythm, it is called an alexandrine) Number of Line per Verse (lexiconic.net, n.d.) 1. couplet (2 lines) 2. tercet (3 lines) 3. quatrain (4 lines) 4. cinquain (5 lines) 5. sestet (6 lines) (sometimes called a sexain) 6. septet (7 lines) 7. octave (8 lines) TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 32 Comprehending Poetry The challenge to teach poetry among your learners is indeed a serious problem; however, Kim (n.d.) from Study All Knight provides seven simple steps for the learners to successfully comprehend with poetry. 1. Setup the Poem. It is important that you start with a positive introductory activity before you present the poem to the learners. It is suggested that you gather “title impression” of the learners, their prior knowledge about it or even what they expect from reading it. 2. Always Read the Poem Twice. For better understanding, you have to design the reading of the poem twice or even thrice. In the reading proper part, you can first read it aloud while the learners are following you silently; then, for the 2nd reading, you can do it in different ways. You can ask them to read it again on their own, you can group them and ask them to have choral reading of the poem or you can let them read it aloud altogether. 3. Use Investigative Skills and Identify the Speaker of the Poem. In the reading proper, help your learners recognize the speaker or narrator of the poem through the evidences/situation mentioned in it. This requires great investigative skills of the learners as they try to evaluate facts presented in it. Once they identified the speaker, it will help them clearly understand what the poem is all about. 4. Identify the Setting. After the learners recognized the speaker of the poem, the next thing that they will do is to look for evidences that will lead them to understand its “where” and “when”. Through this, they will be able to point out the relation between the speaker and the setting from which the context poem is directed. 5. Identify the Mood and Tone. Mood is the feeling that the learners feel while they read the poem while Tone refers to the powerful words used by the author to create the mood from the readers. 6. Summarize the Poem. To ensure that the learners clearly understand the message of the poem, let them summarize its core using their own words. 7. Put the Poem in Action. This part refers to the “output” or “product” that the learners will do after doing all the activities designed in your lesson plan. You can ask them to draw mental pictures that they imagined as they read and understand it, a reflection paper, or any product-based tasks. Strategies in Teaching Poetry For English language teachers teaching poetry is one of the most difficult lessons to be learned and appreciated by the learners. Not just the learners but also the teachers find it hard to ignite interest in poetry because most of them find it “boring” and “dull”. However, it is only a matter of choosing appropriate strategies and lesson design to achieve literary appreciation among them. As an English language teacher, it is suggested to create your classroom a “thinking-classroom” as you will be required to design lessons regarding the teaching of poetry in a more engaging and learner-centered approach. Thus, Schoch (2013) suggested varieties of ways to teach poetry in a way that learners will not be bored because their interest will be considered and they will have unique experience in dealing with an enchanted world of poetry. Some of his suggested approaches are listed below: Approaches in Teaching Poetry 1. Activate Prior Knowledge. Learners will be more interested if you will try to let them share what they know about the poetry being taught. As you try to let them connect what they already know about the new learnings that they might get from a poetry lesson, they will treat it in a more personal and serious way. Through this, initially, learners will be more interested to unveil the lessons that they are about to learn from the poem. Example: TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 33  Situation: You will teach Haiku (a dominant three-line poem from Japan with 5-7-5 syllable in respective lines and usually focused on nature) entitled “The Year Comes Round” by Sid Farrar. In the poem, each month is represented by a Haiku. How to To activate learners’ prior knowledge, you will as them possible fruits or plants that teach?: grow in every month or season. After that, you can also let them construct their own Haiku focused on their identified fruit. You can also focus on the figurative language used in the poem and let them identify it (if you already taught them that topic). 2. Establish the Theme. Since reading poetry is sometimes uninteresting to the learners because it uses figurative languages and other poetic devices, another approach that you can do is to focus and establish its theme instead of highlighting its language structures and other patterns. Example: Situation: You are about to teach “The World is Too Much With Us” by William Wordsworth. How to Since the title of poem directly suggests its theme, you can ask your learners to write teach?: a short reflection regarding what the author wanted to express to the readers. 3. Explore Language. Teaching poetry can be used as springboard to teach grammar structures and poetic forms and devices to the learners. To make their learning of grammar such as the different parts of speech, sentence pattern and structures, more memorable and has more impact, you can use poems to level up the process of language learning. However, it is also important to remind them about “poetic license” because is some cases some lines in poetry do not conform with grammar rules just to follow its unique form and structures. Example: Situation: You will teach a song “Impossible Dream” by Mitch Leigh and Joe Darion. How to Provide the learners the copy of the lyrics and while listening and appreciating the teach?: message of the song, let them underline all the “infinitives” (to + base form of the verb) used in it. 4. Focus on Facts. As the learners try to analyze the poem, let them practice objective analysis of it. Through appropriate poem, you can also teach them existing facts about something mentioned in the poem directly or indirectly. Example: Situation: You decide to present them “Golden Domes and Silver Lanterns: A Muslim Book of Colors” by Hena Khan. How to Because it will also introduce them some beliefs and tradition of Islam, you can also teach?: focus on all the facts presented into it. Consequently, you are not just teaching them the poem itself but you are also giving them different experience to learn about the norms and values our Muslim brothers. 5. Use Authentic Activities. It is more effective if you will provide real experiences or at least connect the poem with real-life activities that learners have experienced or may experience. Example: Situation: You will teach them a poem entitled “Crossroads” which expresses uncertainty in making decision. How to You can present them various situations that they have experienced or may teach?: experience which requires crucial decisions. Let them choose only one decision and tell them to explain why they chose it. 6. Provide Guide Questions. For the learners to easily grasp the message of the poem, it is suggested to provide them questions that will guide to understand it clearly. Example: Situation: You want the learners to recognize the meaning of the poem “How Do I Love Thee” by Elizabeth Barrett-Browning. How to You will simply construct questions before hand and present it to the learners to teach?: direct them to the exact message of the poem that you want them to understand. TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 34 Methods in Teaching Literature (Fumar, PNU) 1. Lecture Method. It is the traditional and basic method of teaching literature. It can be formal, informal or straight recitation. 2. Discussion Method. It can be collaborative activities such question-and-answer, pair work, buzz session or group work. 3. Public Speaking Method. It deals with memorizing and requires learners to perform the piece of poetry with emotions, actions and other basic principles of speech. Activities for this method include readers theater, chamber theater, debate or panel forum. 4. Audio-Visual Method. Another method which will surely provide enjoyable experience to learners because more senses will function specifically their sense of sight and hearing. It requires the use of slides, transparencies, films, television and others. 5. Project Method. This requires the learners to create something from what they have learned. It can be a scrapbook, diorama, script, video etc. 6. Field Research Method. It will let them explore the real-world outside their classroom. Activities include field trip or author interview. 7. Creative Writing Method. Through this method, learners will practice their writing skills in terms of poetry. Activities can reflection paper, constructing a poem and others. Strategies and Techniques (Fumar, PNU) 1. Show and Tell/Blurb Writing. You will present to the students the title and cover/ book design of the poetry and let them write their ideas about it. For example, they will write their initial impression of the poem from it. 2. Movie Poster/Movie Trailer. You will require the learners to create a poster or trailer of the literary piece. 3. Mock Author Interview. You will assign learners to act as the author of the poem and he/she will be interviewed about it. This require the learners to check the background or profile of the author. 4. Biographical Montage. Your learners will have to compile authentic materials about the author. 5. Graphic Representations. This activity will showcase students’ ability in drawing for they you will ask them to do a sketch or any visual representation regarding the meaning of the poem. 6. Sculpting. To improve learners’ creativity in sculpting, you can ask them to identify specific symbol from the poem and carve or shape it using dry wood or soap 7. Creative Conversation/Speech Balloons/Thought Bubbles. From the characters (if there are) found in the poem, learners will write conversation between/among them. 8. Transform. You will require your learners to transform the poem into another genre such short story, essay etc. Reading Strategies (Fumar, PNU) 1. Read Aloud. You will demonstrate to the learners who to read the poem while they are observing the appropriate pronunciation, pausing, stress, emotion and other external factors. 2. Shared Reading. You and your learners will read the poem together as you provide them support so they can properly read it. TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 35  3. Guided Reading. You will group the learners according to their specific strength and weakness so you can focus on improving their weakness in terms of reading and understanding the poem. 4. Independent Reading. You will encourage the learners to do self-reading which will lead to develop a deep sense of individuality and will also let them explore on their reading abilities by themselves. 5. Echo Reading. You will read poem first and the learners are expected to echo what you have read. Through this, they will probably imitate the way read each line of the poem and you will be able to identify words that are difficult for them to pronounce. 6. Choral Reading. This means that learners will read in “chorus”. You can also assign groups for specific parts of the poem and provide the ample time to rehearse their parts for several times before the actual performance. 7. Partner Reading. This promotes collaboration among your learners for they will be paired with another learner to help each other achieve maximum potential in reading a poem. Appreciation of Poetry According to M.Phil/MA English Literature & Linguistics Online Academy (2019) learners with the assistance of the teachers need to undergo critical reading of a poem before they deeply appreciate it. Unlike the usual interpretation of the poem, to improve literary appreciation among the learners, teachers should underscore the different poetic devices employed by the writer (words, rhyme, scheme, style, figurative language, tone and mode) and other internal factors (intertextuality, language and the general writing style of the poet). 1. Meaning. Reading the poem once or twice does not guarantee understanding of it. It should be read and reread for several times and take note the unfamiliar words or phrases present in it to further enhance the interpretation of its meaning. It is important also to analyze the title of the poem because it generally suggests its general meaning and it serves a summary of what the poem is all about. 2. Rhyme Scheme. Rhyme scheme which can be identified at the end of each line can also help the learners to understand the poem and later to deeply appreciate it. 3. Speaker. The learners should recognize the speaker or narrator of the poem for it will help them to decide whether what they taught to be its message is true or not. As the recognized the speaker, it will also lead them to unlock blurred ideas from it. 4. Setting. The background (where & when) of the poem will contribute to learners understanding and appreciation of it. 5. Context. To understand the context of the poem, learners should first identify the speaker and the setting. 6. Language. It is vital in understanding the poem. It includes the use of figurative language, mood and tone, archaic words, length and structure of each line and rhythm. 7. Intertextuality. It refers to the poem reference to other works. As the learners appreciate the poem, they will also see the interconnection of the new poem to the other literary works. 8. Genre. It is also important for them to identify the category of the poem. Poetry Appreciation Methods For better understanding and critical appreciation of the poem, learners should: 1. Evaluate the Poetic Techniques. This includes the genre, figures of speech, language style, tone and mode, and intertextuality. TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 36  2. Evaluate the Meaning. This includes title, speaker, denotation and connotation, purpose of writing and movements from which the writer belongs. Lesson Design in Teaching Poetry Designing a lesson in poetry is almost the same with other topics or subjects in different subject areas. However, for this part you will focus on two designs which are traditional lesson plan, and lesson plan with focus on macro-skills (reading, writing, speaking, listening and viewing). Basically, the major parts are still the following: a. Objectives; b. Subject Matter; c. Procedures/Learning Activities; d. Evaluation; and e. Assignment. Traditional Lesson Design Since for neophyte teachers just like you, it is required to use a “detailed lesson plan” so we will have it as example. I. Objectives In the objectives, you will write at least three objectives (one for each domain – cognitive, psychomotor and affective) that you want your students to achieve at the end of the lesson or taken from the curriculum guides. These objectives should be aligned in every activity that you will design especially in the “evaluation” part. It is important to note also that since you have three objectives, sometimes it is difficult to design one activity in the “evaluation” part which covers all of these three objectives. That is why sometimes, you can have activities in your “procedure/learning activities” part which will lead to the achievement of psychomotor and affective objectives and the cognitive objective will be achieved in the “evaluation” part. II. Subject Matter You will include in this part the following: a. Topic b. References (books and online references should follow APA citation) c. Instructional Materials d. Value Focus (this is important part especially in teaching of literary texts) III. Procedure/Learning Activities This will serve now as your guide/script in executing and delivering your instructions and activities as you teach your learners. It will be divided into two columns namely – Teacher’s Activities and Students’ Activities/Responses. It consists of the following parts: A. Preparation/Classroom Management 1. Opening Prayer 2. Greetings 3. Attendance 4. Review (of the past lesson) B. Motivation This is the first activity that will set the mood of the learners to be ready and excited to the lesson that they are about to learn. C. Presentation of the Topic This part will be the transition from your motivational activity to lesson. You need to build connection between your motivation and discussion so that learners will easily understand it. D. Unlocking of Difficulties Because poetry uses highfaluting words, it is important to define its meaning first so that when the learners read the poem, they will easily understand what it means. TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 37  E. Discussion This part now is the discussion of the poem or concept intended to be learned by the learners. As a teacher, you have to make sure that this discussion part is not the traditional discussion where the teacher provides all the information. It is suggested to use inductive approach in this part, so that you can create your class a “thinking-class”. Make sure also to use your “art-of-questioning” techniques to elicit responses from the students. You can also a short activity in this part which will lead to the understanding of the concept being taught. Remember that your role here is “facilitator” so make sure that active participation of learners is still present in this part. F. Application This is another activity where you will require your learners to apply what they have learned from the previous parts of your lesson especially in “discussion”. It can be an individual, pair, small groups or depending on the design of your activity. G. Generalization This can range from sample “question-and-answer” regarding the important concepts learned or another activity which will lead them to generalize on their learning from that session. IV. Evaluation This part is an activity which will assess whether they achieve to objectives or not. It can a collaborative activity but it is better to have individual activity in this part. V. Assignment This will serve as an additional or remediation activity to further improve learners understanding of the lesson discussed or it can also be a preparation for the net lesson. SAMPLE FORMAT LESSON PLAN IN _______________ I. Objectives At the end of the lesson, the students can: a. Objective 1 – cognitive; b. Objective 2 – psychomotor; and c. Objective 3 – affective. II. Subject Matter Topic: References: Instructional Materials: Value Focus: III. Procedures/Learning Activities Teacher’s Activities Students’ Activities/Responses A. Preparation/Classroom Management 1. Opening Prayer 2. Greetings 3. Attendance 4.Review B. Motivation C. Presentation of the Topic D. Unlocking of Difficulties E. Discussion F. Application G. Generalization IV. Evaluation V. Assignment Lesson Design focused on Macro-Skills Another design can focus on the macro-skills - reading, writing, speaking, listening and viewing. It has almost same format with that of traditional lesson design but some parts have added/replaced to highlight that it has focused on specific macro-skill. It has the following parts: TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 38 I. Objectives II. Subject Matter A. Topic B. References (books and online references should follow APA citation) C. Instructional Materials D. Value Focus (this is important part especially in teaching of literary texts) III. Procedure/Learning Activities A. Pre-Reading (just change the term depending on the focused macro-skill) 1. Preparation/Classroom Management a. Opening Prayer b. Greetings c. Attendance d. Review (of the past lesson) 2. Motivation 3. Presentation of the Topic 4. Unlocking of Difficulties B. Reading Proper (just change the term depending on the focused macro-skill). For this part, the learners will just focus on the improvement of the macro-skills. You can also include comprehension questions for better understanding of the poem. C. Post-Reading (just change the term depending on the focused macro-skill) 1. Application 2. Generalization IV. Evaluation V. Assignment SAMPLE FORMAT: LESSON PLAN IN _______________ I. Objectives At the end of the lesson, the students can: a. Objective 1 – cognitive; b. Objective 2 – psychomotor; and c. Objective 3 – affective. II. Subject Matter Topic: References: Instructional Materials: Value Focus: III. Procedures/Learning Activities Teacher’s Activities Students’ Activities/Responses A. Pre-Reading 1. Preparation/Classroom Management a. Opening Prayer b. Greetings c. Attendance d. Review 2. Motivation 3. Presentation of the Topic 4. Unlocking of Difficulties B. Reading Proper 1. Comprehension Questions C. Post Reading 1. Application 2. Generalization IV. Evaluation V. Assignment TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 39 Assessment in Teaching Poetry For most learners learning poetry is a difficult process because of its subjectivity in nature. That why Layfield (2020) suggested varieties of method to assess the achievement of poetry objectives in various ways such as: 1. Poetry Portfolio. This is a product-based assessment of how learners improve in the lesson of poetry. It will give them enough time to assess their own learning as they compile evidences of their improvements in their portfolio. “Portfolios allow room for creativity, process and mechanics, while representing the student’s whole body of work.” 2. Teacher and Peer Conference. This method will provide positive effect in terms of how learners will be motivated to improve learning of poetry as well as how teachers evaluate their output. This provide opportunity for the teachers to give feedback and constructive criticism regarding the output created by the learners. This means that through conference, learners will see areas to be improved and developed. It can be used together with portfolio or as standalone method. 3. Journals. It can be in various forms such as reflection, critical thinking and connection of poetry in real-life. As the learners write their reflection, they will be able to reflect within themselves and will be able to fully appreciate the poetry relating it to their point of view in life, philosophy and various areas of their personality. 4. Rubrics and Checklist. This method is more objective in evaluating what learners learned about any literary work. It includes set of criteria which will be observed and graded by the teacher. REFERENCES Book Delos Reyes, C. (2004). Echoes (pp. 30-31).Dalandanan, Valenzuela City, Philippines: Jo-Es Publishing House, Inc. Dorcas, A., Cruz, Ma.B., Trajano, M., Achas, A., Solon J.C., & Villahermosa, Joy. (2009). Effective Writing: A Worktext (p. 32). Araneta University Village, Potrero, Malabon City, Philippines: Mutya Publishing House, Inc. Orosa, M.A.B. (2016). English in Perspective, Anglo-American Literature (pp. 129-131). Araneta Ave., Quezon City, Philippines: Abia Publishing House Inc. Online Barnett, T. (2020, June 02). What is Dramatic Poetry?. Wisegeek. https://www.wisegeek.com/what-is- dramatic-poetry.htm# CMICH, (n.d.). Common Rubric for a Lesson Plan – Assessment Retreat. https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.cmich.edu/colleges/ ehs/unit/peu/Documents/Common%2520Rubric%2520for%2520a%2520lesson%2520Plan_ Assessment%2520Retreat%252001072016. Department of Education. (2016, January 21). Hiring Guidelines for Senior High School (SHS) Teaching Positions Effective School Year (SY) 2016-2017. https://www.deped.gov.ph/2016/01/21/do-3-s -2016-hiring-guidelines-for-senior-high-school-shs-teaching-positions-effective-school-year-sy- 2016-2017/ Fumar, V. R. (n.d.). The Teaching of Literature. Philippine Normal University. Hess, G. (2020, January 22). Three Genres of Poetry. Poem of Quotes. https://www.poemofquotes.com/articles/three-genres-of-poetry.php Kim. (n.d.). Teaching Students to Comprehend Poetry in 7 Steps. Study All Knight. https://www.studyallknight.com/teaching-students-to-comprehend-poetry-in-7-steps/ Layfield, E. (2020). Ways to Assess Poetry in a Middle School Classroom. Seattlepi. https://education.seattlepi.com/ways-assess-poetry-middle-school-classroom-6287.html Lexiconic. (n.d.). Elements of Poetry. https://learn.lexiconic.net/elementsofpoetry.htm M. Phil/English Literature & Linguistic Online Academy. (2019). How to Write Critical Appreciation of Poem. https://m.facebook.com/permalink.php?story_fbid=2461634160746174&id=206439502047 0092&refsrc =https%3A%2F%2Fm.facebook.com%2Flogin%2Fdevice-based%2Fpassword%2F&_rdr Marasigan, N. (n.d). Two Divisions of Literature. Philippine Literature. http://philliterature.weebly.com/two-divisions-of-literature.html Nordquist, R. (2020, June 05). The Top 20 Figures of Speech. ThoughtCo. https://www.thoughtco.com/top-figures-of-speech-1691818 Schoch, K. (2013). 10 Ways to Use Poetry in Your Classroom. Reading Rockets. https://www.readingrockets.org/article/10-ways-use-poetry-your-classroom Spacey, A. (2020, March 25). Summary and Full Analysis of Sonnet 18 by William Shakespeare. Owlcation. https://owlcation.com/humanities/Summary-and-Full-Analysis-of-Sonnet-18-by-William- Shakespeare Writing Portfolio. (n.d.). Sonnet Rubric. Writing Portfolio Language Arts. https://sites.google.com/site/writingportfoliolanguagearts/home/sonnet-rubric TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 40