Module 3

Genres of Poetry

allegory - A narrative with two levels of meaning, one stated and one unstated.

aubade - A song or poem greeting the sunrise, traditionally a lover's lament that the night's passion
must come to an end.

ballad - is a genre of folk poetry, usually an orally transmitted narrative song.

blason- A Renaissance genre characterized by a short catalogue-style description, often of the female
body.
cento - A poem composed entirely of lines from other poems.
dirge - A funeral song.
dramatic monologue - This might be called a "closet soliloquy": a long poem spoken by a character who
often unwittingly reveals his or her hidden desires and actions over the course of the poem.

eclogue - A short pastoral poem; Virgil's eclogues are one of the first examples of this genre.
ekphrasis - Originally a description of any kind, "ekphrasis" is now almost exclusively applied to the
poetic description of a work of art.

elegy - the most common form of elegy is a lyric commemorating the death of a loved one.

epic - A long narrative poem that catalogues and celebrates heroic or historic deeds and events, usually
focusing on a single heroic individual.
epigram - A brief and pithy aphoristic observation, often satirical.
epitaph - A tombstone inscription. Several famous poems end with the poet writing his own.

egeorgic The agricultural cousin of pastoral, a georgic is a poem that celebrates

epithalamion - A song or poem that celebrates a wedding.

georgic - The agricultural cousin of pastoral, a georgic is a poem that celebrates rustic labor.
hymn - A song of praise.
invective - A personal, often abusive, denunciation.
lament - An expression of grief.
light verse - Poetry that is mostly for fun: this can mean anything from nonsense verse to folk songs, but
typically there is a comical element to light verse.

lyric - This genre encompasses a large portion of the world's poetry; in general, lyrics are fairly brief
poems that emphasize musical qualities.
masque - Courtly drama characterized by elaborate costumes and dances, as well as audience
participation.

occasional verse - Poetry written with reference to a particular event.

ode- A long, serious meditation on an elevated subject, an ode can take one of three forms.
paean - A song of joy or triumph.
palinode - A recantation or retraction, usually of an earlier poem.
panegyric - Poem or song in praise of a particular individual or object.
parody - A comic imitation.
pastoral - Originally a poem that depicted an idealized singing competition between shepherds,
"pastoral" .

psalm - A sacred song.

riddle - A puzzling question that relies on allegory or wordplay for its answer.
Riddles - are often short, and often include an answer to the question posed, albeit an unsatisfying one.
The riddle of the Sphinx, which Oedipus solved, is a particularly famous example: "what walks on four
legs in the morning, two at midday, and three in the afternoon?"
romance - An adventure tale, usually set in a mythical or remote locale. Verse forms of the romance
include the Spanish ballad and medieval or chivalric romance.
satire - Ridicule of some kind, usually passing moral judgment.
tragedy - This genre originated in ancient Greek verse drama and received extended treatment in
Aristotle's Poetics, which made the downfall of the main character one of the criteria for tragedy. The
genre has since expanded to include almost anything pertaining to a downfall.
verse epistle - A letter written in verse, usually taking as its subject either a philosophical or a romantic
question.
Literary Devices

Repetition - Repetition can be used for full verses, single lines or even just a single word or sound. The
ultimate goal is to make something 'stick' better. If there's a main point you're conveying, or a message
you want to resonate, try adding some form of repetition to see if you can make it stand out more. The
woods are lovely dark and deep
But I have promises to keep
And miles to go before I sleep,

2. Rhyme - Of all the poetic devices, rhyme is far and away my favorite - call it a product of a

3. Alliteration - is the phonetic alignment and repeated use of a sound or letter in the first syllable of a
word. "...To block out the boisterous battles of bellows / from behind barricaded doors / breachless ..."

4. Metaphor - can be short and quick, or they can be entire stories in relation to something else. A short
metaphor is something like these line from Strength - "suppressed by a substance's song" and "life is a
two-way street". Grapefruit is an example of a long metaphor.
5. Assonance -Similar to alliteration, assonance uses the repetition of a sound. The difference is that
assonance is the repetition of a vowel sound. This can be a really fun alternative to rhyme. An example
would be "...frogs ribbit kiss fish in the distance bitch...".

6. Simile - much like a metaphor, is used as a comparison or an analogy. The difference is that similes
use the word "like" or "as" in their comparison.
7. Onomatopoeia -; its when the phonetic pronunciation and sound of a word is parallel to the word's
actual meaning. Adding these kinds of words to your slam poem really helps it jump from the page to
the stage. A couple examples that I love are BARF, SMASH, and CRACK.

8. Hyperbole- is the greatest, biggest poetic device ever.

He's running faster than the wind.

This bag weighs a ton.

9. Personification - can be defined as attributing a human characteristic to an inanimate object or

notion. Here are a few examples of personification:
"the rain danced wildly in the wind"
"thunder rumbled like the grumbling anger of agods" (also a simile)

10. The Outside-In Rhyme (enjambment) - an outside-in rhyme (is when you rhyme the end of one line
with the start of the next line. This adds flow to your piece, allowing one line to seamlessly move to the
next.
The sun hovered above

the horizon, suspended between

night and day.
This example is similar: the first and second lines are enjambed, whereas the third is
end-stopped.

Fun Poetry

Riddle - “Three eyes have I, all in a row; when the red one opens, all freeze.” The answer is traffic light.

Limerick - A limerick is a humorous poem consisting of five lines. The first, second, and fifth lines must
have seven to ten syllables while rhyming and having the same verbal rhythm. The third and fourth lines
should only have five to seven syllables; they too must rhyme with each other and have the same
rhythm.

Haiku - A Japanese poem of seventeen syllables, in three lines of five, seven,and five, traditionally
evoking images of the natural world.

Shape Poem - is a poem that is shaped like the thing it describes. The shape adds to the meaning of the
poem.

Comprehending Poetry

Length - Sometimes, a poem’s shorter length can aid in comprehension, both of the poem and reading
in general.
Poetic Elements - Rhythm, rhyme, personification, simile, metaphor and a host of other literary devices
help with comprehension of a poem. For example, “She walks in beauty like the night” is a simile that
can help readers understand how beautiful the poet finds the woman in the poem.

Methods - The TPCASTT has students first look at the title of a poem, then paraphrase the poem before
moving on to the connotation, attitude, shifts and theme of a poem.

How to Find Purpose and Meaning - To determine purpose, ask yourself what the poet's intent was
when she began to write.

TIPS TO EFFECTIVELY TEACH POETRY

1. Introduce poetry with poems that your students can relate to.

2. Read each poem aloud to students more than onceI am a firm believer in reading a poem at least
twice.

3. Set up a poetry corner in your classroom

4. Learn about the poet prior to reading their poetry

5. Spend time analyzing poetry to really understand the authors purpose

6. Start each day with a read aloud poem.

7. Teach figurative language to help students better understand the poem’s meaning .

8. Get excited when you teach poetry,

9. Give kids a chance to write their own poetry

10. Encourage students to share their poetry

Major 19, Module 4

Reading Aloud.

1. Read the poem slowly . Reading a poem slowly is the best way to ensure that the poem will be
read clearly and understood by its listeners. Learning to read a poem slowly will not just make the
poem easier to hear; it will underscore the importance in poetry of each and every word.

2. Read in a normal, relaxed tone of voice. It is not necessary to give any of these poems a dramatic
reading as if from a stage. Let the words of the poem do the work. Just speak clearly and slowly.
 3. Obviously, poems come in lines, but pausing at the end of every line will create a choppy effect and
interrupt the flow of the poem's sense. Readers should pause only where there is punctuation, just as
you would when reading prose, only more slowly.

4. Use a dictionary to look up unfamiliar words and hard-to-pronounce words.

Choral reading—when the teacher and class read a text aloud together—takes the spotlight off of
struggling readers while encouraging them to participate. Research suggests that it improves reading
fluency, expands vocabulary, and increases students' confidence.

Choral reading is a literacy technique that helps students build their fluency, self-confidence, and
motivation in reading. During choral reading a student, or a group of students reads a passage together,
with or without a teacher. Choral reading can be done individually, in small groups, or as a whole class.
According to Reading Rockets (n.d.), there are three main reasons why choral reading is beneficial, and
they include:

● It provides a model of fluency

● It improves sight word recognition

● It allows practice and support

Teachers need to make sure the passage that they choose for choral reading is at the student’s reading
level. Therefore, the students fully comprehend what they are reading. Typically, when teachers choose
choral reading passages the passages include some type of rhyme or rhythm. There are many different
ways to do choral reading in a classroom, and here are some examples:
● Groups of students take turns reading different pages

● Everyone in the class reads the whole passage together

● Boys read lines 1-3, and girls read lines 4-6
● Teacher models how to read a sentence, then the students read that sentence together

According to Jennings, Caldwell, and Lerner (2014), “because students find choral reading enjoyable,
they willingly practice the word recognition that helps them to give a polished performance” (p.213). If
students enjoy choral reading they might have more motivation when they are reading, and this is very
important for struggling readers and really any reader. Also, Jennings et al. mentions that "low-achieving
readers enjoy this activity [choral reading]

Language Arts- As mentioned before, for a language arts classroom, students read a passage or a poem
together, or chorally. Students can read the entire passage together, or in parts. For younger elementary
students the teacher could use the example of The Itsy Bitsy Spider, and students could switch off ever
other line. Since most students are familiar with this rhyme and song, it will help students become even
more fluent.
 Guided silent reading is an instructional strategy that often gets crowded out by more popular
methods of group or whole class reading instruction. While popcorn, round robin, and choral reading
have a time and place, they are less ideal for reinforcing independent reading comprehension skills.

Start Small - Start with small amounts of text and work your way to longer passages over time. After
students silently read each section of text, pause to assess comprehension.

Use Complex Texts - Complex texts are texts that represent an appropriate level of challenge for
students. Quantitative elements of a text such as word length, word frequency, and sentence length.

● Qualitative factors of a text such as text meaning or purpose, text structure, language conventions,
and clarity.

● Reader and task considerations that reflect characteristics of a specific reader, such as the reader’s
background, motivation, and knowledge about the topic, and the specific task, such as the purpose and
complexity of the task and the questions asked.

Allow for Simultaneous Responses - This will allow you to gauge who is struggling with the reading, and
who would benefit from guidance back through the text to find the answer. The easiest way to do this is
to have students write their responses.

GOALS

 Read silently with a high degree of comprehension.

 Silently read increasingly complex texts successfully.
 Read silently for longer periods of time.
 Read silently for comprehension without (or with less) teacher supported reinforcement.

Students will only be able to meet the goals outlined above if they are provided with ample
opportunities for structured silent reading instruction.

Lesson 10. Literary Appreciation and Valuing in/of Poetry

Literature has great values which include the following;
1. Entertainment 2. Mastering of English Language 3. Emotional Relief 4. Social Control

5. Literature also functions as a means of direct experience 6. Literature Mirrors Life

7. Literature is a reservoir of culture 8. Literature Serves As Historical Document/ Social Document
9. Finally, Literature is also a means of education and enlightenment

1. LITERARY APPRECIATION
Literary appreciation refers to the evaluation of works of imaginative literature as an intellectual or
academic exercise.’ In this process the reader interprets, evaluates or classifies a literary work with a
view to determining the artistic merits or demerits or such a work.

According to Donelson and Nilsen (2009), literary appreciation occurs in seven stages.
1. Level: Pleasure and Profit (literary appreciation is a social experience)

2. Level 2: Decoding (literacy is developed)

3. Level 3: Lose yourself (reading becomes a means of escaping)
4. Level 4: Find yourself (discovering identity)
5. Level 5: Venture beyond self (‘going beyond me’, assessing the world around them)
6. Level 6: Variety in reading (reads widely and discusses experiences with peers)
7. Level 7: Aesthetic purposes (avid reader, appreciates the artistic value of reading)
Reasons Why Poetry Is Good for the Soul

 Poetry is good for developmental learning.

 Poetry is good for developing skills.
 Poetry helps improve ideas.
 Poetry is therapeutic for the writer.
 Poetry is therapeutic for the reader.
 Poetry helps you understand the significance of words themselves.
 Poetry helps you understand people.
 Poetry helps you understand yourself.

Lesson 11. Lesson Design in Teaching Poetry

Poetry Lesson Plans: Teaching Literary Devices, History and Culture
. Teaching poetry in schools allows students to understand different points of view and emotions. It
plays a pivotal role in connecting students to their feelings at deeper levels while helping them become
more empathetic and accepting. Poetry is also a reflection of cultural and societal norms.

Poetry Games and Activities

For students kindergarten through grade two, consider the “Shapes and Poetry” lesson plan, featured by
the National Education Association. Students read the story “Shapes” by Shel Silverstein.

Poetry lesson plans : Poetry, History and Culture

Poets.org has a number of lesson plans for incorporating history lessons into poetry. These

subjects include the Vietnam war, the immigrant experience and Native American history.

After reading the poem and identifying words and vocabulary, students engage in a discussion about
what the explorers were feeling and the words that best describe the people in the story and their
emotions. Poetry is also a great way to learn about different cultures.

Poetry Prompts

Using prompts is a great way to inspire the creative thinking that poetry requires. A simple, yet effective
poetry prompt idea is to use visual imagery.
. “Poetry can teach writing and grammar conventions by showing what happens when poets strip them
away or pervert them for effect. Dickinson often capitalizes common nouns and uses dashes instead of
commas to note sudden shifts in focus.

Lesson 12. Materials and Resources in Teaching Poetry

Creative expression offers many academic benefits for students. In addition to art and music, writing
provides the perfect opportunity for student creativity, and poetry is one particularly important outlet.
Whether teaching about famous poets or encouraging kids to try.

Web sites:
1. Poetry Foundation: This site, the source of Poetry magazine, is dedicated to discovering, sharing and
celebrating the best poetry has to offer.

2. Poetry Out Loud: Access plenty of teaching resources such as lesson plans, tips, class schedules and
guides. Watch videos of poets reading their poetry, find advice on reciting poems and more.
3. Poetry Teachers: Find tips on teaching students how to write and perform poetry and get excited
about the art form.

4. The Poetry Archive: This site aims to make a wide assortment of poetry accessible to a large audience.

5. Shmoop: Explore resources on a number of subjects, including poetry. The site helps teachers
effectively define poetry and offers hundreds of poems

Apps:
1. Poetry Daily: Teachers can show students a number of different poems by different authors and in
different genres.
2. Shakespeare: users can explore all of his works while learning the definitions of unknown words and
getting help with unfamiliar passages.

3. Verses: Students can save poem and lyric ideas, tweet poems and use the built-in rhyming dictionary
to look up rhymes, near-rhymes and more.
4. Poetry Everywhere: Inspire students by accessing short videos of poets reading their own works.

5. American Poetry: Search a library of 5,000 poems by 50 of America's most famous poets including
Robert Frost, Edgar Allan Poe, Langston Hughes, Emily Dickinson and others.

Ways to Assess Poetry

Poetry Portfolios - Portfolios do take time to compile and complete, so this method is best used when
poetry writing spans a grading period, semester or entire course.

Teacher and Peer Conferences - Conferencing is another method used to evaluate student poetry.
Whether peer-to-peer or teacher-to-student, conferencing provides a window of insight into the
intention of the student poet.
Journaling - Journaling serves several purposes: reflection, critical thinking and connection. When
completed as a reflection of progress, journaling allows students to review where they started and track
their improvements.

Rubrics and Assessment Lists -, a type of rating scale, are a structured approach to assessing students’
poetry and focus on assessing a pre-determined set of criteria. A holistic rubric focuses on the work as a
whole, provided that mistakes in part may exist without compromising the overall integrity of the piece.
Analytical rubrics are generally more specific and contain several criteria that are being rated
simultaneously.

Module 5.

Prose refers simply to any written piece of work that is built on sentences (and paragraphs) rather than
lines or verses (like poetry). Examples/kinds of prose include novels, short stories, essays, letters,
editorials, articles, and journals. Prose comes from the Latin prosa which means "straightforward." Prose
can be written or spoken and has no formal metrical structure. It is basically ordinary language — the
way people speak. Examples and kinds of proses in nonfiction, comedy, fiction, plays, journals editorials,
articles essays and more.
Literature is often classified according to genre. This is not done arbitrarily, or as an exercise for its own
sake. Knowing to which genre a work belongs can help readers understand and analyse it. It provides
guidelines for both writer and reader, often also ensuring a kind of framework within which questions
may be asked and answered.

Types of Prose

a. Fiction includes novels, mystery, detective, romance, short stories, historical fiction.

b. Nonfiction writing includes essays, autobiographies,speeches, journals and articles. We can divide the
prose into the following types according to function.
c. Narrative: Narration is generally called as story-telling.

d. Argumentative: It persuades to believe something. It examines different facts and opinions and
arrives at a conclusion.
e. Descriptive: It describes prose, and focuses on significant details. This description could be related to
persons, places, processes, and objects.
f. Informative: It communicatesinformation; generally it is seen in newspapers, reports, textbooks, etc.
Teaching prose actually means teaching reading with comprehension. All the four skills of language
learning are to be developed by teaching prose.
The main aims of teaching prose are:
1. Literary aim.
2. Subject matter aim.
Both these aims have to be fulfilled by teaching prose. Teaching prose should be intensive as well as
extensive depending upon the need, the class and age of the students. It includes the teaching of
structures, the vocabulary, grammar, language in general and the ability to achieve mastery on all the
four skills of language learning.
If we try to sum up the general aims of teaching prose, they are:

1. To enable the students to read and understand with comprehension.

2. To develop the habit of loud and silent reading.

3. To enrich the vocabulary.

4. To help the students think imaginatively and develop creative writing.

5. To understand applied grammar and be able to utilize it effectively.

6. To be able to listen and understand and answer correctly with confidence and fluency.

7. To be able to fit ourselves in the real life situations

Lesson 2. Strategies in Teaching Prose

• Silent Reading- Reading silently improves students‘ understanding because it helps them concentrate
on what they are reading, rather than the pronunciation of individual words. When we read silently, we
can form mental pictures of the topic being discussed.

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.

Oral Interpretation of Prose

Example: Interpretation of Prose
Project Due: This project is due in three weeks depending on what day you are scheduled to perform. I
will be assigning performance dates, so if you can‘t perform on your scheduled date, it is your
responsibility to exchange performance slots with another classmate. Your written analysis will be due
on your day of performance.
This project is worth 100 points and has two parts:
• Written analysis of your piece of literature (60 pts)

• Performance of your piece of literature (40 pts)

Steps to completing the assignment:

Dramatic Performance- the act of performing a drama; "the group joined together in a dramatic
production" dramatic production. In theatre, a dramatic performance on stage is called a "play." A play
usually consists of dialogue or singing between characters.
Types of Drama
Comedy – Comedies are lighter in tone than ordinary works, and provide a happy conclusion. The
intention of dramatists in comedies is to make their audience laugh.

Tragedy – Tragic dramas use darker themes, such as disaster, pain, and death.
Protagonists often have a tragic flaw — a characteristic that leads them to their downfall.
Farce – Generally, a farce is a nonsensical genre of drama, which often overacts or engages slapstick
humor.
Melodrama – Melodrama is an exaggerated drama,

Musical Drama – In musical dramas, dramatists not only tell their stories through acting and dialogue,
but through dance as well as music.

Drama games - activities and exercises are often used to introduce students to drama.

Choral speaking - Choral dramatization involves students reading aloud by assigning parts to each group
member. Choral dramatization can use texts such as rhymes, poetry, and picture books.

Tableaux - Tableaux involve students creating visual pictures with their bodies, emphasizing key details
and relationships (Wilheim, 2002). Tableaux are frozen scenes and usually involve at least three levels.

Improvisation - Improvisation is the practice of acting and reacting, of making and creating, in the
moment and in response to the stimulus of one‘s immediate environment;

Role playing Role playing allows students to play a character in a real or imaginary situation.

Reenactment: Students perform scenes from a historical time period or a scene in a story. ―

Extended role play: Students may create the scene that takes place before or after a story or scene.

Hotseat: Student is interviewed in character.

Teacher In Role: This strategy is key to involving teacher participation.

Expert panel: Students themselves become an expert. In order to prepare for

this role students must determine what an expert in the area might know.

Writing in role: A variation on the above strategies, students may also write in character.

Lesson 3. Literary Appreciation and Valuing in/of Prose

What are the elements of literary appreciation? Literary appreciation is reading, understanding and
making a critical judgment of the theme, style, use of figurative and non-figurative language as well as
other elements of a literary work. There are three branches of literature, namely Poetry, Prose and
Drama.
What are the 8 literary elements? character, setting, plot, conflict, theme, point-of-view, tone and style.
These story elements form the backbone of any good novel or short story.

What are changes in literature during the 21st century? Here‘s another difference of 21st century
literature, modernists would be morein lines of free verse, no set rhyme scheme, or format unlike
conventional writers.

Importance of Prose - In literature, the basic purpose of prose in writing is to convey an idea, deliver
information, or tell a story.

Lesson 4. Lesson Design in Teaching Prose

A. Lesson Planning of Prose

The lesson to be delivered in prose involves various steps. These various steps are called as the
components of a lesson plan. The steps are as under:

1. Motivation. Each and every subject or language demands motivation to attract theattention of
students. So teachers should motivate the students to study the lesson.

2. The teacher can introduce the lesson by testing the pre requisite knowledge assumed. He can ask a
few questions in the beginning. These are called as the introductory questions and are asked to arouse
the curiosity among the students for new lesson.
3. The motivation or introductory session should automatically and spontaneously lead to the point
where the teacher can declare the day‘s topic and move on to the presentation part.
4. Presentation. This is the main and the lengthiest part of lesson plan. The teacher has to present the
lesson keeping in view the attention, retention and grasp of the students.

5. Recapitulation. The teacher may again sum up what was taught in the day‘s lesson. The teacher may
clarify the student‘s doubts, if any, and may explain few words or sentences again and which he thinks
need more repetitive and elaboration.

4. Evaluation. The main objective of evaluation is to test whether the set objective has been achieved or
not.

B. Preparation of lesson plan for teaching prose

1- Material Aids -The teacher should use the various materials aids so that he can make the lesson
interesting and enable students to understand the lesson with ease and enjoyment.
2- Previous Knowledge - The teacher should know how much knowledge students already possess
reading the lesson so that the teacher can give new knowledge by liking it to their past knowledge.

3-Introduction - The introduction has two purposes

A- To bring the past knowledge to consciousness

B-To attract students attention to the new subject

4. Statement of Aim - Psychologically the learner should have a clear-cut objective before him so that he
can strive to achieve that. Therefore, the teacher should state the aim.
Presentation for Prose

This is the main part of the lesson plan. To present the lesson before pupils interestingly and efficiently,
the teacher should teach the lesson in to or more units. If the lesson is very short, only one unit should
be made.

1- Model Reading. . Its purpose is to enable students to know the exact way of reading so, the teacher
should try to read with correct pronunciation, intonation, and stress..

2-Pronunciation Drill -

3- Loud Reading - This reading should be done by students. Two or three students should be asked to
read aloud. Other students should follow in their books.
• Errors of pronunciation must be corrected at the end of the reading.
• Students should be asked to keep their toe book one foot away from the eyes.
• All students should sit or stand in proper postures.
4-Exposition and Explanation

• To clear the meaning of difficult words, phrases, and idioms.

• To make the comprehension of the passage easy.
• To pave way for intensive reading.
The teacher can employ the following methods for the exposition of words
• Direct Method • Translation Method • Usage Method • Similar Word Method
• Contrasted Word Method • Derivation Method • Reference Method
5- Silent Reading

• To enable students to read silently. • To pave the way for extensive reading
• To bring students back to passage after the exposition and explanation

Materials and Resources in Teaching Prose

The teaching materials of the Fictional Prose Study model are prepared by considering six aspects: 1)
instructional material structure, 2) language structure, 3) structure of comprehension, 4) display
structure, 5) text structure, and 6) stimulation structure. The structure of the instructional material is
developed with the characteristics of: 1) Orienting to the objectives of literary learning on the aspects of
knowledge, skills, attitudes, and mastery ofcognitive strategies, 2) Relevant to students‘ background, 3)
Taking into account the aspects of manners, local wisdom and gender 4) Selective materials, and 5)
Covers material types of concepts, principles, procedures, and values.

Assessment in Teaching Prose

a. Explain the passage either orally or in writing. b. Some simple and important questions from the prose
lesson. d. Writing some difficult words on the blackboard and asking individual students to read, explain,
give meaning, or frame sentences e. Framing structures using substitution table.
f. Dramatizing the prose lesson g. Use the new words in their sentences. h. Make a list of words related
with a particular group or topic i. Remember the spellings of new words.