Teaching and Assessing

Chapter 3
Group 2 Presenters

BANDOQUILLO PABILONA
Liza Lalyn

BARING
Ma. Jugin PALER
Kaye

CAPAL UGMAD
Sittienor Crislyn
Lesson 1
Comprehending
Poetry
POETRY
Considered the oldest form
of literature. It is as old as
history. It has three main
genres: narrative, lyric and
dramatic.
Narrative poem
Are those that tell a story; they have
the story elements such as
characters, setting, plot, and theme.
They include the following.

allegory, ballad, burlesque and epic

allegory
A narrative poem that uses
an extended metaphor to
make a point.

“Animal Farm, by George Orwell.”

Ballad
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.

“Beowulf”
Lyric poem
Are those that can be sung; they use
song-like and emotional words to
describe a moment, an object, a
feeling, or a person. They include:

riddle, elegy, haiku and sonnet

Riddle

A short mystifying
lyric poem that
poses a question.
 ELEGY
A mournful poem as
it honors the dead.

“O Captain! My Captain!”.
ELEGY
O Captain! my Captain! our fearful trip is done,
The ship has weather’d every rack, the prize we
sought is won,
The port is near, the bells I hear, the people all
exulting,
While follow eyes the steady keel, the vessel
grim and daring;
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.
HAIKU
A seventeen-syllable poem
that uses natural imagery
to express an emotion.
HAIKU
Autumn Love
by Savannah M. Jones

Coolness fills the air

Scarves and sweaters everywhere
Fall weather is here
Sonnet
A type of poem that consists of
14 lines and follows a specific
rhyme scheme and meter.

Shakespearean (abab-cdcd-efef-gg)
Petrarchan (abba-abba-cdcdcd)
DRAMATIC poem
Are those that express the
characters’ point of view. They
are written from the perspective
of a character in the story.

monologue and soliloquy

recap!
Literary Device
In Poetry known to be the poetic devices
through the language used establish
musicality through its 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

1. Devices that create rhythm

2. Devices that enhance meaning
3. Devices that intensify the mood
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 create rhythm

Iamb (x /) is the most commonly

used rhythm consisting of two
unstressed and stressed syllables.

Ex. Let me not to the marriage of true minds

(Shakespeare, sonnet 116)
Devices that create rhythm

Trochee (/ x) is opposite to Iamb; it

has two syllables, stressed and
unstressed.

Ex. Between the dark and the daylight

(Longfellow, the children’s hour)
Devices that create rhythm

Spondee (/ /) has two syllables that

are consecutively stressed.

Ex. It was many and many a year ago (Poe,

Annabel Lee)
 Devices that create rhythm

Dactyl (/ x x) is made up of three

syllables. The first is stressed, and the
remaining two syllables are unstressed

Ex. Half a league, half a league (Tennyson, the

charge of the light brigade)
 Devices that create rhythm
Anapest (x x /) is the opposite of dactyl.
It consists of three syllables: the first
two syllables are unstressed, and the last
syllable is stressed.

Ex. Like the leaves of the forest when Summer is

green (Byron, the destruction of Sennacherib)
Devices that enhance meaning

The figure of speech are

poetic devices that enhance
the meaning of a poem.
 Devices that enhance meaning
Simile directly compares two
unlike things or object using “as
or like.”

Ex. A poem as lovely as a tree (J. Kilmer)

 Devices that enhance meaning
Metaphor, unlike a simile, makes an
indirect comparison between two
unlike

Ex. It is the star to ever wandering bark (W.

Shakespear)
The morns are meeker than they were (E.
Dickenson)
 Devices that enhance meaning
Personification gives human
attributes to inanimate objects.

Ex. The maple wears a gayer scarf. (E. Dickenson)

The waves beside them danced, but they (W.
Wordsworth)
 Devices that enhance meaning
Hyperbole is noted for the used of
exaggerations, making the
impossible seems possible.

Ex. They stretched in never-ending lines (W.

Wordsworth
And the rocks melt wi’ the sun; (R. Burns)
 Devices that enhance meaning
Hyperbaton defies convention in
writing just to suit the intended
poetic, rhythmic pattern.

Ex. Ten thousand saw I at a glance… (W.

Wordsworth)
Love is not love which alters when it alteration
finds… (W. Shakespeare)
Devices that intensify the mood

Figure of sounds are the poetic

devices used to build up the
dynamic outlook of a poetic
piece.
 Devices that intensify the mood

Onomatopoeia is the figure of sound

that uses words that mimic the sound
they represent

Ex. How they clang, and clash, and roar! (E.A.Poe)

 Devices that intensify the mood
Alliteration is a sound device that
involves the repetition of the first
consonant sound in multiple words
within a line of the poem.

Ex. While I nodded, nearly napping, suddenly there

came a tapping (E.A.Poe)
O my love is like a red, red rose (R. Burns)
 Devices that intensify the mood
Assonance is noted for the repetition
of the same vowel sounds in the line
of the poem.

Ex. Who knows why the cold wind blows (K. Roper)
The crumbling thunder of seas (R. L. Stevenson)
 Devices that intensify the mood
Consonance, unlike alliteration,
repeats the middle and final
consonants within groups of words
within the line of a poem.

Ex. He gives his harness bells a shake (R. Frost)

If you are a dreamer, a wisher, a liar (S. Silverstein)
Lesson 2
Strategies in
teaching/assessing
Poetry
PREPARATORY PHASE
Consists of pre-literary activities
that allow students to use their
linguistic abilities for a meaningful
literary experience.
PREPARATORY PHASE

Describing a
character or a
scenario
PREPARATORY PHASE

Quote Identification
analyzing a book or poem closely.
locate specific quotes that help
explain your ideas or show what
the author is trying to say.
Interpretative Phase
Allows students opportunities
to express, negotiate, and
refine their interpretations of
the text.
Interpretative Phase
Spoken Poetry
Provides students with an
opportunity to engage more deeply
with the text and express their
interpretations creatively.
Interpretative Phase
Choral Reading
This encourages students to engage
with the text collaboratively and
express their interpretations
collectively.
 Synthesis Phase
The final stage enables students to view a
text as a unique whole so that activities
such as commenting on the poet’s work,
writing a reader’s response, and
differentiated outputs will enable them to
foster their creativity.
Synthesis Phase
Writing a reader’s
response
Allows students to reflect on their
personal reactions and insights
gained from the text.
Strategies in Teaching Poetry
READING OUT LOUD

UNLOCKING FAMILIAR WORDS

PARAPHRASING

KEYS METHOD
Reading Out Loud
1. Read it slowly and familiarize the
text
2. Read in a normal and relaxed tone
of voice
3. Applying proper intonation,
pausing and emotion
 Unlocking
Unfamiliar Words
1. Ask the students to identify the unfamiliar
words
2. Look for the identified words in the dictionary
3. Teach them how to use context clues
4. Give them the idea on what is figurative
language (not real meaning)
 Paraphrasing
1. Write the poem into a modern prose.
(Straightforward)
2. Paraphrase it with the same message,
tense, and point of view
Paraphrased Version
Maybe we've been wrong about our tears.
Crying isn't just a weakness,
but a sign of our heart's hard work.
Just like sweat shows physical effort,
tears show emotional effort.
Our hearts go through challenges,
and tears are part of the process.
KEYS Method
Know - what do you Know about the
poem's language

tonE - what is the tonE of the poem

whY - whY has the poet written that poem

Structure - what have you noticed about the

Structure of the poem
Lesson 3
Designing a
learning plan
What is Learning plan ?
A learning plan is an indispensable tool that
enables teachers to carry out their classroom
activities effectively.
It outlines what the target audience will learn at
a given period, how the activities scaffold what
the learners need to demonstrate and how the
assessment measures performance.
 Who should you
consider in making
your learning
plans and why?
 Teaching is
challenging so it
takes your passion
to stay in this
profession.
In designing a learning plan;
Learners, being the target audience
Learners are the primary consideration
Teachers need to have their learners in mind
as they plan their lessons
Analyzing the learners is central in designing
a learning plan.
 According to Heinich et al. (1999), teachers
need to analyze the demographic profile of
the learners (age, gender, family background,
and the socio- strata), their competency level
(knowledge, skills, and attitudes), and their
learning styles (visual, auditory, and
kinesthetic).
 Lesson plan includes the following:

Learning objectives
Resources needed
Elements of the Plan
Preparation
Presentation
Practice
Assesment
Why we need to analyze the learner in
order to make a good learning plan?
 Analyze the learners

Identifying their expectations, goals,

preferences, and needs.
to understand your learner's needs, attitudes,
current knowledge, and abilities, especially
how these factors will relate to their
achievement of your learning objectives
 SMART, HOTS and ABCD

SMART- specific, measurable, attainable,

results, oriented, and time-bound

HOTS- higher-order thinking skills

ABCD- audience, behavior, condition, and

degree
Selecting appropriate/suitable method, media,
and presentation to work with your instructional
strategy are essential to making learning
meaningful.

Utilizing the method, media, and material, the

teacher requires practice and preparation to
make a powerful presentation of the day.
The teacher may use the
following procedures:
1. previewing the materials
2. preparing back up
3. preparing the environment
4. preparing the learners, and
5. providing the learning experience.
Requiring learners'
participation is a must in a
student-centered classroom.
Evaluating performance of the
students.
Revising the learning plan
Assessing the learner's and
teacher's performance.
Evaluating the method's
effectiveness, media, and
materials used are necessary.
Designing a learning
plan in Teaching
Poetry
The ASSURE model
is an instructional
model that may
ensure engaging and
meaningful learning
in the classroom.
Designing a learning plan in teaching poetry
is important because it provides clear
objectives, a structured approach,
differentiation, resource management,
assessment and evaluation strategies,
engagement and motivation, and
opportunities for reflection and revision.
 In conclusion
In conclusion, a well-designed learning plan is essential for effective
teaching, ensuring that educators address the needs of their learners while
achieving specific objectives. Utilizing models like ASSURE model in
creating meaningful classroom experiences, emphasizing learner
engagement and participation. By considering factors such as learner
demographics, competency levels, and learning styles, teachers can tailor
their plans to facilitate successful learning outcomes. Objectives
formulated using SMART, HOTS and ABCD criteria guide the selection of
appropriate methods, media, and materials, fostering active participation
and effective instruction. Regular evaluation and revision of the learning
plan ensure continuous improvement in teaching and learning processes.
Lesson 4
Interactive poetry
teaching
Outcome-based education
(OBE) is 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.
The heart of Outcomes-Based Education
is the constructive alignment of the three
salient components of the plan: the
Intended Learning Outcomes (ILO), the
Teaching- Learning Activities (ATS), and
the Assessment Task (ATS).
In interactive poetry teaching, once the
ILOs are clearly defined, the teacher
needs to give engaging activities to serve
as scaffolds to attain the learning
outcomes. Thus, the learners become
active in the learning process (TLAs).
 3P’s plan
reparation

resentation

erformance
preparation
This includes the motivating activity,
reading the poem, and knowing
about the author's life.
presentation
Consists of analyzing the poem's
form and structure, drawing out
the images from the poem,
explaining the literary devices
used, and unveiling the poem's
message.
performance
This includes comparing the poem
with another and even doing
reflective artworks.
In the assessment tasks (ATs), the teacher
needs to hit the specified skill outcome
and, most importantly, allow the learners
to demonstrate what they learned.
Therefore, the performance, not the
given task or activity, is given primary
consideration if the teacher targets quality
instruction.
activity
AS A GROUP: create your
own activity/strategy in
teaching poetry and perform
it in class.
Criteria:
Collaboration - 5%
Originality -10 %
Performance - 10 %
Creativity - 5%
TOTAL = 30%
The heart of Outcomes-Based Education
is the constructive alignment of the three
salient components of the plan: the
Intended Learning Outcomes (ILO), the
Teaching- Learning Activities (ATS),
and the Assessment Task (ATS).
 References:
https://edtechbooks.org/id/learner_analysis
https://www.llcc.edu/center-academic-success/helpful-
resources/characteristics-learning-styles