Spec 19. Chapter 3 Reporting

CHAPTER 3
Teaching and
Assessment Learning
PRESENTED BY: GROUP 1

Competency #1
Comprehending Poetry
POETRY
• literary work in which special intensity is given to the expression
of feelings and ideas by the use of distinctive style and rhythm. It
has 3 main genres.
NARRATIVE POEMS
• are those that tells a story; they have the story elements such as
characters, plot, and theme. They include the following.
Allegory
• A narrative poem that uses an extended metaphor to make
a point.
Ballad
• Is a narrative poem that can be sung.
Burlesque
• Mock-epic poem presented in a melodramatic way.
Epic
• Is a long narrative poem that tells a story of a legendary
hero.
LYRIC POEMS
• 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
• A short mystifying lyric poem that poses a question.
Elegy
• Mournful or reflected poem that laments the use of
someone or something.
Haiku
• A traditional form of Japanese poetry that consists of 3
lines with syllables pattern of 5-7-5.
Sonnet
• Consist of 14 lines, with specific rhyme and meter.
DRAMATIC POEMS
• are those that express a character's point of view. They are
written from the perspective of a character in the story.
Monologue
• is a speech given by one character to another, or by one
character to the audience.
Soliloquy
• is a speech given by one character to himself or herself; a
dramatic representation of an inner monologue.
1. DEVICES THAT CREATE RHYTHM
• RHYTHM
• IAMB
• TROCHEE
• SPONDEE
• DACTYL
• ANAPEST
2. DEVICES THAT ENHANCE MEANING
The figures of speech are poetic devices that enhance the
meaning of a poem. Some of them are listed below:
1. Simile - directly compares two unlike things or objects

using as or like.
Example:
• A poem as lovely as a tree (J. Kilmer)
• Each like a corpse within its grave, until (P.B. Shelley)
2. Metaphor - it makes an indirect comparison between two
unlike
Example:
• It is the star to every wandering bark. (W. Shakespeare)
• The morns are meeker than they were. (E. Dickenson)
3. Personification - gives human attributes to inanimate

objects.
Example:
• The maple wears a gayer scarf. (E. Dickenson)
• The waves beside them danced, but they (W. Wordsworth)
4. Hyperbole - is noted for the use of exaggerations, making the
impossible seem possible.
Example:
• They stretched in never-ending lines (W. Wordsworth)
• And the rocks melt wi` the sun; (R. Burns)
5. Hyperbaton - defies conventions in writing just to suit the

intended.
Example:
• Ten thousand saw I at a glance... (W. Word.worth)
• Love is not love which alters when it alteration fnds.
(W. Shakespeare)
3. DEVICES THAT INTENSIFY THE MOOD
Figures of sound are the poetic devices used to build up the
dynamic outlook of a poetic piece. They are listed as follows:
1. Onomatopoeia - this device involves the use of words that

imitate the sound they represent. They can evoke vivid
imagery and enhance the sensory experience for the reader.
For example:
• "The bees buzzed around the flowers."
• "The fire crackled and popped in the hearth."
2. Assonance - refers to the repetition of vowel sounds within
nearby words. It can create a sense of rhythm and musicality in
poetry.
Here are a few examples:
• "The rain in Spain falls mainly on the plain."
• "The cat sat on the mat."
3. Consonance - involves the repetition of consonant sounds

within nearby words, regardless of the vowels. It can add a sense
of harmony and cohesion to the poem.
Consider these examples:
• "Mike likes his bike."
• "The wind whispered through the willows."
COMPETENCY #2
Strategies in Teaching and Assessing Poetry
Strategies - is a plan of action designed to achieve a significant goal. In
teaching, strategies refer to how instruction is delivered to allow students
to learn the content. These may also refer to the different engaging
activities afforded by the teacher tailored to students' levels,
competencies, and learning styles.
According to Harper (1988), students will understand and appreciate

literature when the strategies used to teach literary texts are within their
level The primary goal is to make students enjoy as they learn literature
as a vital and levant aspect of human existence.
In the humanistic approach, literature is taught not in the
traditional way where students read a text. It posits the idea
that interpretation of literary text must be a dialectic process
where readers appropriate their understanding beyond the
author's purpose (Ricoeur 1976)
Literature and its genres undergo three-sequenced phases with

suggested activities (Harper 1988)
The Preparatory Phase
• The preparatory phase consists of pre-literary activities that allow
students 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
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.
The Synthesis Phase

• as 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, differentiated outputs like
photo collage, painting, and others will enable them to
express how a specific work affects them and foster their
creativity.
Competency #3
Designing a Learning Plan in Teaching Poetry
Learning Plan
• 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.
STEPS IN DESIGNING A LEARNING PLAN
1. (A)nalyzing the Learners

• Teachers need to have their learners in mind as they plan
their lesson. Teachers need to analyze the demographic
profile of the learners (age, gender, family background,
and the socio- strata), their competency level (knowledge,
skills, and attitude), and their learning styles (visual,
auditory, and kinesthetic).
2. (S)tating the Objectives
• In the three domains: Cognitive (knowledge), Affective
(attitude) and Psychomotor (skill) anchor the competency
targeted in a specific grade level.
• Primarily, objectives need to be specific, measurable,
attainable, results oriented, and time bounded (SMART),
of higher-order thinking skills (HOTS), and with the
audience behavior, condition, and degree (ABCD) format.
3. (S)electing the Appropriate Method, Media,
and Materials
• To meet your objectives and choosing the suitable media
and material to work with your instructional strategy are
essential to making learning meaningful. The method,
media and materials that serves as scaffolds for learners
must be connected.
4. (U)tilizing the Method, Media, and Material
• The teacher requires practice and preparation to
make a powerful presentation of the day. Thus, the
teacher may use the ff. procedures:
(1) previewing the materials,
(2) preparing back up,
(3) preparing the environment,
(4) preparing the learners, and
(5) providing the learning experience.
5. (R)equiring Learner’s Participation
• This is a must in a student-centered classroom. It
means engaging students at all times and
encouraging them to participate actively in all the
activities. Giving long lectures is therefore not
suitable.
6. (E)valuating Performance
• The most critical part of any lesson delivery as it
aims to gauge how much the learners achieve.
Revising the learning plan, assessing the learner’s
and teacher’s performance, and evaluating the
method’s effectiveness, media, and materials used
are necessary.
Competency #4
Teaching Poetry Interactively
• Teaching is somehow a challenge, especially for

novice teachers.
• Teachers can help students find joy in poetry by
making it a more interactive process.
• Poetry teaching is generally meant for enjoyment and
appreciation.
1. INTENDED LEARNING OUTCOME (ILO)
2. TEACHING LEARNING ACTIVETIES (TLAs)
3Ps plan:
• Preparation - planning and organizing.
• Presentation - delivering content.
• Performance - evaluating.
3. ASSESSMENT TASK (ATs)

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CHAPTER 3

PRESENTED BY: GROUP 1

1. Simile - directly compares two unlike things or objects

3. Personification - gives human attributes to inanimate

5. Hyperbaton - defies conventions in writing just to suit the

1. Onomatopoeia - this device involves the use of words that

3. Consonance - involves the repetition of consonant sounds

According to Harper (1988), students will understand and appreciate

Literature and its genres undergo three-sequenced phases with

The Synthesis Phase

1. (A)nalyzing the Learners

• Teaching is somehow a challenge, especially for

2. TEACHING LEARNING ACTIVETIES (TLAs)

3. ASSESSMENT TASK (ATs)

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