3rd Year BSED EL 118 - MODULE 2 - MID - FINAL

Edenton, Sison, Maitum, Sarangani
Government Recognition No. 244, s. 1962

OVERVIEW on the MODULES for EL 118: Teaching and Assessment of Literature Studies
I. COURSE TITLE: LITERARY RESEARCH
II. COURSE OVERVIEW:
For better understanding, two modules have been developed. Each module consist
of topics and each topic consists also of sub- topics. The modules are as follow:
Module I: PRELIM
• Teaching Literature – An Overview
Module II: MIDTERM &FINAL

• Teaching Prose and Dramatic Prose
• Teaching Poetry and Dramatic Poetry
Module 2 Lessons
• Examples of Poetry Genres: Major Styles Explained
• List of all the literary devices
• Teaching Poetry: A Guide to Reading and Interpreting Poetry
• Detailed Lesson Plan in teaching poetry
• Genres of Prose
• Teaching Prose
Examples of Poetry Genres: Major Styles Explained

A poem is a composition that uses words to evoke emotions in an imaginative way.
Although poetry is a form of self-expression that knows no bounds, it can be safely divided
into three main genres: lyric poetry, narrative poetry and dramatic poetry. Keep reading
to see examples of poetry genres in each of these genres.
https://examples.yourdictionary.com/examples-of-poems.html
https://wordsrum.com/2020/08/literary-devices-in-poetry/
Lyric Poetry Examples
Lyric poetry uses song-like and emotional words to describe a moment, an object, a feeling,
or a person. Lyric poems do not necessarily tell a story but focus on the poet’s personal attitudes
and state of mind. They use sensory language to set the scene and inspire emotions in the reader.
There are several types of poetry that one could classify as lyric poetry. They include:
• elegy - a reflective poem to honor the dead

• haiku - a seventeen-syllable poem that uses natural imagery to express an emotion
• ode - an elevated poem that pays tribute to a person, idea, place, or another concept
• sonnet - a descriptive fourteen-line poem with a specific rhyme scheme
When you read a lyric poem, you are transported to a different time or place. Writing lyric
poems is an effective way to illustrate your perspective and share a special moment with others.
Ode on a Grecian Urn
Here's an example of lyric poetry by English Romantic poet John Keats. This excerpt is
taken from "Ode on a Grecian Urn." Notice it doesn't tell a story, per se. Rather, it focuses on the
speaker’s thoughts of death and morality as he studies an urn.
"O Attic shape! Fair attitude! with When old age shall this generation
brede waste,
Of marble men and maidens Thou shalt remain, in midst of other

overwrought, woe
With forest branches and the Than ours, a friend to man, to whom
trodden weed; thou say'st,
Thou, silent form, dost tease us out "Beauty is truth, truth beauty,-that is
of thought all
As doth eternity: Cold Pastoral! Ye know on earth, and all ye need to

know."
Narrative Poetry Examples

A narrative poem tells a story. Also known as epic poetry, narrative poetry is often set to
music as ballads. Narrative poems are usually of human interest and include epics, or long stories.
Examples of poetry in this category include:
• allegory - a narrative poem that uses an extended metaphor to make a point

• ballad - narrative poetry set to music
• burlesque - a mock-epic poem that tells an ordinary story in a melodramatic way
• epic - a lengthy poem that tells a story of heroic adventures
If the story changes over the course of the poem, it’s a narrative poem. The rhyme scheme
and meter may change between narrative poems, but all narrative poems tell a story from the
perspective of a third-person narrator.
The Odyssey
Homer’s The Odyssey is one of the oldest and most famous epic poems. The epic is an
example of poetry that tells a story through poetic language. It tells the story of heroic (but cursed)
Odysseus and his crew as they battle monsters, outwit witches and make their way home to his
waiting wife.
"SPEAK, MEMORY—
Of the cunning hero,
The wanderer, blown off course time and again
After he plundered Troy's sacred heights.
Speak of all the cities he saw, the minds he grasped,
The suffering deep in his heart at sea
As he struggled to survive and bring his men home
But could not save them, hard as he tried—
The fools—destroyed by their own recklessness
When they ate the oxen of Hyperion the Sun,
And that god snuffed out their day of return."
Dramatic Poetry Examples

Dramatic poetry, also known as dramatic monologue, is meant to be spoken or acted.
Similar to narrative poetry, dramatic poetry tells a story. You’re most likely to find dramatic poetry
in the form of dramatic (or even comedic) monologues or soliloquies written in a rhyming verse.
Many dramatic poems appear as:
• monologue - a speech given by one character to another, or by one character to the

audience (also known as dramatic verse when not in poetic form)
• soliloquy - a speech given by one character to himself or herself; a dramatic representation
of inner monologue
While narrative poetry is told by a narrator, dramatic poetry is written from the perspective of
a character in the story. Narrative poetry tends to set the scene and describe what's happening,
whereas dramatic poetry tends to lead with a main character entering the scene and speaking.
My Last Duchess
Here is an excerpt from the opening of Robert Browning's "My Last Duchess." It’s often
used as an example of dramatic monologue because it’s told from a character’s point of view.
"That's my last Duchess painted on the wall,

And seemed as they would ask me, if they
Looking as if she were alive. I call durst,
That piece a wonder, now; Fra Pandolf's How such a glance came there; so, not the
hands first
Worked busily a day, and there she stands. Are you to turn and ask thus. Sir, 'twas not
Will't please you sit and look at her? I said Her husband's presence only, called that
spot
"Fra Pandolf" by design, for never read Of joy into the Duchess' cheek; perhaps
Strangers like you that pictured Fra Pandolf chanced to say, "Her mantle
countenance, laps
The depth and passion of its earnest Over my lady's wrist too much," or "Paint
glance,
Must never hope to reproduce the faint
But to myself they turned (since none puts
by Half-flush that dies along her throat."
The curtain I have drawn for you, but I)
LITERARY DEVICE
Allegory- a figurative work in which a surface narrative carries a secondary, symbolic

or metaphorical meaning.
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Alliteration- is the repetition of initial consonant sounds in neighboring words.
Example: sweet smell of success; a dime a dozen, bigger and better, jump for joy sings
a solitary song that whistles in the wind.
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Allusion- is a brief reference to a person, event, place (real or fictitious), a work of art, a famous
historical or literary figure or event. An allusion may be drawn from history, geography,
literature, or religion.
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Analogy- is the comparison of two pairs which have the same relationship. The key is
to ascertain the relationship between the first so you can choose the correct second pair. Part to
whole, opposites, results of are types of relationships you should find.
Example: hot is to cold as fire is to ice OR hot:cold: :fire:ice
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Antagonist- a character in a story or poem who deceives, frustrates, or works again the
main character, or protagonist, in some way.
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Aphorism- is a brief saying embodying a moral, a concise statement of a principle or
precept given in pointed words.
Example: Hippocrates: “Life is short, art is long, opportunity fleeting, experience treacherous,
judgment difficult."
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Apostrophe- is when an absent person, an abstract concept, or an important object is
directly addressed.
Example: With how sad steps, O moon, thou climbest the skies. Busy old fool, unruly sun.
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Aside- an actor’s speech, directed to the audience, which is not supposed to be heard by other
actors on stage. An aside is usually used to let the audience know what a character is about to
do or what he or she is thinking.
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Assonance- is the repetition of vowel sounds but not consonant sounds.
Example: fleet feet sweep by sleeping geeks.
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Caesura- is a natural pause or break.
Example: England - how I long for thee!
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Characterization- is the method used by a writer to develop a character. The method includes
(1) showing the character's appearance, (2) displaying the character's actions, (3) revealing the
character's thoughts, (4) letting the character speak, and (5) getting the reactions of others.
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Conflict/Plot-is the struggle found in fiction. Conflict/Plot may be internal or external and is best
seen in (1) Man in conflict with another Man: (2) Man in conflict in Nature; (3) Man in conflict
with self.
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Connotation- is what comes to mind when you hear a word. (cultural, emotional, basis)
Example: Funky means ________________________ to you. To me it means groovy and hip!
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Consonance- is the repetition of consonant sounds, but not vowels, as in assonance.
Example: lady lounges lazily, dark deep dread crept in
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Couplet- is a rhymed pair of lines, which are usually of the same length.
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Denotation- is the exact meaning of a word, without the feelings or suggestions that the
word may imply. It is the opposite of connotation in that it is the dictionary meaning of a word,
without attached feelings or associations.
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Dialogue- is the conversation between characters in a drama or narrative.
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Didactic- refers to literature or other types of art that are instructional or informative. In this
sense The Bible is didactic because it offers guidance in moral, religious, and ethical matters
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End Rhyme- consists of two words that rhyme at the end of each sentence.
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Euphony- is soothing pleasant sounds. Opposite of cacophony.
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Eye Rhyme- is something that looks like a rhyme but isn't. For example:
cough ("kof"), enough ("eenuf"), bough ("bow")
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Figurative Language- is a type of language that varies from the norms of literal language, in
which words mean exactly what they say. Also known as the "ornaments of language,” figurative
language does not mean exactly what it says, but instead forces the reader to make an
imaginative leap in order to comprehend an author's point.
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Frame- is the way in which the story can be delivered. Chaucer’s pilgrimage allows for
the telling of Canterbury tales.
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Foreshadowing- is the use of hints or clues to suggest what will happen later.
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Genre- is a category in which literature is grouped.
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Gothic novels- are novels which contains supernatural and sublime elements.
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Hyperbole- is an extravagant exaggeration. In literature, such exaggeration is used
for emphasis or vivid descriptions.
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Imagery- is language that evokes one or all of the five senses: seeing, hearing,
tasting, smelling, touching.
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Internal Rhyme- is rhyming within a line.
Example: The movie was great; lots of popcorn I ate.
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Irony- when a person, situation, statement, or circumstance is not as it would actually seem
which. Many times, it is the exact opposite of what it appears to be.
Three kinds of irony:
1. verbal irony is when an author says one thing and means something else.
2. dramatic irony is when an audience perceives something that a character in the literature
does not know.
3. irony of situation is a discrepancy between the expected result and actual results.
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Lyric- a lyric is a song-like poem written mainly to express the feelings of emotions or thought
from a particular person, thus separating it from narrative poems. These poems are generally
short, averaging roughly twelve to thirty lines, and rarely go beyond sixty lines. These poems
express vivid imagination as well as emotion and all flow fairly concisely. Because of this
aspect, as well as their steady rhythm, they were often used in song.
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Metaphor- comparison of two unlike things using the verb "to be" and not using like or as as.
Example: He is a man of steel.
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Motif- is a recurrent thematic element in an artistic or literary work or a dominant theme or
central idea.
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Nemesis- the term has several possible meanings: (1) the principle of retributive
justice (sometimes referred to as "poetic justice") by which good characters are rewarded and
bad characters are appropriately punished; (2) the agent or deliverer of such justice, who exacts
vengeance and meets out rewards. In classical mythology, Nemesis was the patron goddess of
vengeance; the expression often denotes a character in a drama who brings about another's
downfall. (Batman is the Joker’s nemesis)
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Onomatopoeia- is a word that imitates the sound it represents.
Examples: gush, kerplunk, buzz, whirr, clang, hiss, purr, squeak, mumble, boom.
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Oxymoron- is putting two contradictory words together.
Examples: Icy hot, tears of joy, calming thunder
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Parody- is an imitative work of a person or event that mocks and pokes fun at original. (SNL)
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Paradox- reveals a kind of truth which at first seems contradictory.
Example: Stone walls do not a prison make, Nor iron bars a cage.
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Point of View- a way the events of a story are conveyed to the reader, it is the vantage
point from which the narrative is passed from author to the reader. The point of view can vary
from work to work.
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Personification- is giving human qualities to non-humanoid things. Example: a smiling moon,
a jovial sun, the wind whispered, the trees danced.
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Rhyme Scheme- is rhymed words at the ends of lines.
Example:
Roses are red a
Violets are blue b
Sugar is sweet c
And so are you. b
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Satire- the use of humor to improve or point out the political or social problems in society.
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Setting- the time, place, physical details, and circumstances in which a situation
occurs. Settings include the background, atmosphere or environment in which characters live
and move, and usually include physical characteristics of the surroundings. Settings enable the
reader to better envision how a story unfolds.
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Simile- is the comparison of two unlike things using like or as. Related to
metaphor. Example: He eats like a pig. The vines were like emerald prisons.
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Stanza- is a unified group of lines in poetry.
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Stream of Consciousness - the unbroken flow of thought and awareness of the waking mind.
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Symbol- a symbol is a word or object that stands for another word or object. The object or word
can be seen with the eye or not visible. For example a dove stands for Peace. The dove can be
seen and peace cannot.
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Theme- a common thread or repeated idea that is incorporated throughout a literary work. A
theme is a thought or idea the author presents to the reader that may be deep
and possibly difficult to understand.
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Tone- is the attitude a writer takes towards a subject or character: serious, humorous, sarcastic,
ironic, satirical, tongue-in-cheek, solemn, objective.
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Verse- is a line of poetry.
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Teaching Poetry: A Guide to Reading and Interpreting Poetry

Poetry is highly compressed language, but still uses punctuation and complete sentences,
as well as sound and rhythm. Poets work to strip out all the extemporaneous words writers usually
include as glue between the essential words and that give us context about meaning. While the
language’s compression may make the poem seem difficult to understand, most poems are, in
the end, interpretable. It’s best to approach a poem systematically in an academic reading.
Treat the poem as if it is a puzzle to be sussed out, or travel luggage waiting to be
unpacked. While one may read poetry outside of school simply for pleasure, in academia, we are
attempting to construct defendable interpretations, which means we are attempting to agree as a
community on the most complete meaning of the poem being read and discussed.
The most beloved and enduring poetry does not abandon literal meaning in its focus on
figurative language, sound rhythm and imagery. The most successful poems actually blend
somehow both literal and figurative meaning in a way that is difficult to explain but resonates with
us nonetheless—it’s actually the tension between the two that builds meaning. Let’s follow the
system listed here to annotate and interpret a poem’s most likely meaning.
When you read and understand a poem,

comprehending its rich and formal meanings, then you
master chaos a little.
- Stephen Spender
Reading the Poem

1. Read the poem through 1-3 times and see how much of the author’s meaning you can
immediately grasp. Ask yourself:
• Who is speaking?
• Who is the audience?
• What is the topic?
• Where and when is the action taking place?
• What is motivating the speaker?
2. Then, go back through the poem, line by line. Define all the images and symbols, if necessary,
referring to outside reference works or to other poems by the same author.
3. If you are still having difficulty understanding the poem, consider “translating” each line into
prose. Or substitute simpler words for the more difficult ones. You may need a dictionary.
4. When you understand all the basic words and ideas in the poem, reread the poem a few more
times and pull it all back together again.
Interpreting the Poem
1. Look at the title—it’s often as important as any line.
2. Follow the punctuation like a road map.
3. Look for symbols, allusions and other clues to meaning.
4. Identify tone (based on diction) and any ambiguities.
5. Read first for literal meaning, and then for metaphorical meaning.
6. Look for recurring words, ideas, sounds.
7. Pay close attention to the closing lines.
Prose consists of words in their best order.
Poetry consists of the best words in the best order.
- Samuel Taylor Coleridge
Annotating the Poem
Annotating literature means taking careful, extensive notes on any important plot or
character clues, themes, and use of literary devices (rhyme, allusion, alliteration, irony, metaphor,
etc.), as well as your personal responses to the work—noting the author’s tone, intended
audience, speaker, etc.—and how you react or think about it.
In the analysis of a poem, remember to consider “who is speaking to whom,” “when and
where is the poem taking place,” and “what is topic being discussed,” and “what is the primary
purpose—to persuade, to instruct, to inform, to reflect, to discover, and/or to entertain?”
The only really difficult thing about a

poem is the critic’s explanation of it.
- Frank Moore Colby
Writing the Literary Explication/Analysis

When writing an explication paper, we essentially write out a detailed interpretation of a
work of literature, particularly of shorter work like poetry. This type of essay looks at all aspects
of a poem—its surface meaning, as well as its underlying tone and themes, any and all use of
literary devices and their influence on the poem. We will be writing many timed poetry analysis
papers during the year. To write with expertise, you’ll need to know the following terms. Define
them in your journal.
General Vocabulary (setting, character, tone, diction, narrative, pacing, dialogue, monologue,
point-of-view,
Verse (poem, couplet, epiphany, invocation, mimesis, muse, octave, persona, poetic license,
pun)
Meter (beat, caesura, enjambment, foot, iambic pentameter, refrain, stanza)
Rhyme (alliteration, assonance, consonance, euphony, cacophony, eye-rhyme, half-rhyme,
internal rhyme, masculine rhyme, feminine rhyme, true rhyme)
Figurative language (allegory, allusion, ambiguity, anaphora, apostrophe, conceit, connotation,

denotation, contrast, dead metaphor, dramatic irony, Sophoclean irony, tragic irony, extended
metaphor, hyperbole, implicit or submerged metaphor, image, invocation, irony, cosmic irony,
litotes, metaphor, metonymy, mixed metaphor, onomatopoeia, oxymoron, pathetic, fallacy,
parallelism, personification, romantic irony, sarcasm, simile, Socratic irony, symbolism,
synecdoche, synesthesia, transferred epithet, trope, verbal irony)
DETAILED LESSON PLAN
I. OBJECTIVES
At the end of this lesson, the students are able to:
a) Identify the Figures of Speech in a poetry.
b) Familiarize the poem, “I Wandered Lonely As A Cloud” by William Wordsworth
c) Understand and appreciate Figurative Language in poetry.
II. SUBJECT MATTER
Topic: I Wandered Lonely as a Cloud by William Wordsworth

Materials: pictures, visual aids, reading book
III. PROCEDURE
A. Motivation
• The teacher will ask the students to close their eyes, telling them to imagine the scene
described. Describe the author sees in the poem, without reading the poem yet. Make the
scene clearer in order for them to make the picture more vivid. You will make them feel
relaxed and refreshed when the time they open their eyes. When they already opened their
eyes, ask them how they feel as they imagine the scene and everyone will have their
answers orally.
• The poem that we are going to read today has something to do with the activity that we did
previously. The poem is entitled “I Wandered lonely As A Cloud by William Wordsworth.”
B. Presentation
1. Motive Invention
• Before we start let us start I will give you a question and think of it as you go on reading
the poem. Why the poem is was entitled I Wandered lonely As a Cloud? What is the
poem all about?
2. Pre-reading
• Introducing of the author and the poem.
Are you familiar with Mr. William Wordsworth? Who is William Wordsworth?
He was born last April 7, 1770. He was a major English Romantic poet who, with Samuel
Taylor Coleridge, helped to launch the Romantic Age in English literature with the 1798 joint
publication Lyrical Ballads.
Wordsworth's magnum opus is generally considered to be The Prelude, a
semiautobiographical poem of his early years which he revised and expanded a number of
times. It was posthumously titled and published, prior to which it was generally known as "the
poem to Coleridge". Wordsworth was Britain's Poet Laureate from 1843. William Wordsworth
died by aggravating a case of pleurisy on 23 April 1850, and was buried at St. Oswald's church
in Grasmere. His widow Mary published his lengthy autobiographical "poem to Coleridge" as
The Prelude several months after his death. Though this failed to arouse great interest in 1850,
it has since come to be recognized as his masterpiece.
• Telling the student to read the poem with feelings and emotions, they should relate it in
their lives in order to appreciate it better.
3. Reading proper
• I will ask somebody to read the poem aloud with feelings and emotions.
• Telling the students to read the poem aloud is important because poetry is meant to be
heard.
• Point-out the structure of the poem: the rhyme scheme, the elements used, meter and etc.
It is important to know and determine the structure of the poem in order for the students to
understand and appreciate it completely.
C. Summarizing
• Did you understand the poem?
• Let me see if you really understood it.
• What comes into your mind when you hear the word “wander”?
• Can you give me some of the examples of the figurative language you encountered as you
read the poem?
• What do you think is the reason why the author entitled the poem as “I Wandered Lonely
as a Cloud?”
• As we discuss the poem, we will know why did the author entitled the poem as “I Wandered
Lonely as a Cloud.”
D. Discussion
Now let us begin to the analysis of the poem read. Let us notice and identify the
imageries we encountered after reading it. We all know that imagery simply means images; it
is a picture that was made in our mind as we read the poem. We try to use our senses: sight,
hear, smell, touch or even taste in some ways.
Now, let us start with the first stanza,
I wandered lonely as a cloud

That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils,
Beside the lake, beneath the trees
In this stanza, more images was created in our mind as we encounter this part that
floats over valleys and hills where the author wanders as well as the golden daffodils. We use
our sense of feeling when the speaker feels the breeze. We also use the sense of smell in the
scents of the golden daffodils.
Fluttering and dancing in the breeze

Continuous as the stars that shine
And twinkle on the Milky Way,
They stretched in never-ending line
Along the margin of a bay.
Ten thousand saw I at a glance
Tossing their heads in sprightly dance
This part still composed of several imageries. The daffodils still became the subject in
this stanza. It says that it continuous as the stars that shine and twinkle in the Milky Way. Never-
ending means infinite in number.
Let us come to the next, the third and the fourth stanza. These stanzas are still
connected to the previous stanzas bringing the reader’s awareness back to the actual location
of the daffodils beside the lake.
The waves beside them danced; but they Out-did the sparkling waves in glee: A poet
could not but be gay, In such a jocund company: I gazed—and gazed—but little thought What
wealth the show to me had brought: For oft, when on my couch I lie In vacant or in pensive
mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with
pleasure fills, And dances with the daffodils.
• And now let me see if you really understood the poem.

• Who do you think is/are the characters in the poem?
• Where did the poem happen?
• How is the speaker described in the poem?
• How about the place?
E. Answering the Motive Invention

• Now let us go back to the question that I gave you before we started discussing the
poem.
• What did you think is the poem all about?
• “The poem is all about a man who is lonely and trying to wander the natural world with
his mind only. He wanders through the mountain, in the daffodils, and others. “
• “The wanderer experienced the natural world through his mind.
F. Evaluation
In a one whole sheet of paper, create your own poem with the minimum of two (2) stanzas with
imagery, rhyme, meter and figurative languages.
G. Assignments
· Give your own reflection paper in the poem read. Put it in a short bond paper.
ACTIVITY 2.1
1. Make your own detailed lesson plan in teaching poetry. This is the lesson plan that
you will be using in your graded demo teaching.
TEACHING OF PROSE
What Is Prose?
Prose is verbal or written language that follows the natural flow of speech. It is the most
common form of writing, used in both fiction and non-fiction. Prose comes from the Latin “prosa
oratio,” meaning “straightforward.”
4 Common Types of Prose

Prose can vary depending according to style and purpose. There are four distinct types of prose
that writers use:
Nonfictional prose. Prose that is a true story or factual account of events or information
is nonfiction. Textbooks, newspaper articles, and instruction manuals all fall into this
category. Anne Frank’s Diary of a Young Girl, composed entirely of journal excerpts,
recounts the young teen’s experience of hiding with her family in Nazi-occupied
Netherlands during World War II.
Fictional prose. A literary work of fiction. This is the most popular type of literary prose,
used in novels and short stories, and generally has characters, plot, setting, and dialogue.
Heroic prose. A literary work that is either written down or preserved through oral tradition,
but is meant to be recited. Heroic prose is usually a legend or fable. The twelfth-century
Irish tales revolving around the mythical warrior Finn McCool are an example of heroic
prose.
Prose poetry. Poetry written in prose form. This literary hybrid can sometimes have
rhythmic and rhyming patterns. French poet Charles Baudelaire wrote prose poems,
including “Be Drunk” which starts off: “And if sometimes, on the steps of a palace or the
green grass of a ditch, in the mournful solitude of your room.”
What Is the Function of Prose in Writing?

George Orwell was known for his attitude toward plain language. He once said: “Never
use a long word where a short one will do.” Prose can also:
Fulfill a story’s promise. In literature, the basic purpose of prose in writing is to convey an
idea, deliver information, or tell a story. Prose is the way a writer fulfills her basic promise to a
reader to deliver a story with characters, setting, conflict, a plot, and a final payoff.
Create a voice. Each writer has their own way of using language, called a writer’s voice.
Using prose in different ways helps writers craft and show off this voice. Take Charles Dickens’
voice in David Copperfield as an example: “New thoughts and hopes were whirling through my
mind, and all the colors of my life were changing.” Builds rapport through familiarity.
Prose is often conversational in tone. This familiarity helps connect readers to a story and
its characters. Jane Austen was known for her straightforward, accessible prose. Take this line
from Emma: “Emma Woodhouse, handsome, clever, and rich, with a comfortable home and
happy disposition, seemed to unite some of the best blessings of existence; and had lived nearly
twenty-one years in the world with very little to distress or vex her.”
Prose and poetry both have unique qualities that distinguish one from the other.
Prose
• Follows natural patterns of speech and communication

• Has a grammatical structure with sentences and paragraphs
• Uses everyday language
• Sentences and thoughts continue across lines
Poetry
• Traditional poetry has deliberated patterns, such as rhythm and rhyme

• Many poems have a formal metrical structure—repeating patterns of beats
• Incorporates more figurative language
• Poems visually stand out on a page with narrow columns, varying line lengths, and more
white space on a page than prose
• Deliberate line breaks
2 Examples of Prose in Literature

Authors will sometimes complement prose with literary techniques and devices to create different
effects.
William Shakespeare, As You Like It. Shakespeare plays with language, complementing
prose with poetry to distinguish between social classes. For example, characters from the lower
classes in the play speak in prose: “Truly, thou art damned, like an ill-roasted egg all on one side.”
By contrast, the nobility speaks in poetic verse:” What passion hangs these weights upon my
tongue?”
H.G. Wells, The War of the Worlds. Wells describes a world invaded by aliens from Mars
with such detailed prose that it terrified people when it was first published. The story reads almost
like nonfiction prose: “Above all, the extraordinary intensity of the immense eyes—were at once
vital, intense, inhuman, crippled and monstrous. There was something fungoid in the oily brown
skin, something in the clumsy deliberation of the tedious movements unspeakably nasty. Even at
this first encounter, this first glimpse, I was overcome with disgust and dread.”
========================================================================
Prose is meant for learning a language. Teaching prose means teaching reading with
comprehension. The learners are taught the skill of reading. The next step is to teach them
reading with comprehension. Reading with comprehension helps the learners to acquire new
vocabulary and content words. The power of comprehension can be promoted through reading
and listening.
Teaching prose enables the students to understand the passage, to read fluently, to
enrich their vocabulary and to enjoy reading and writing. It enables the learners to extend their
knowledge of vocabulary and structures and to become more proficient in the four language
skills. It develops the ability of speaking English correctly and fluently.
The main aims of teaching prose are
a) literary and
b) content
To achieve the literary and content, the aims of teaching of prose should be intensive
and extensive.
INTENSIVE READING:
Reading a text for accuracy is called intensive reading. It is done with the close guidance
of the teacher. It forces the learners to pay more attention to the text. It involves the profound
and detailed understanding of the text. It is primarily concerned with the developing of reading
strategies.
The reading strategies are
1. Judgement
2. Reasoning
3. Interpretation and
4. Appreciation
Intensive reading is more an exercise in accuracy. Students do not read a text only for a specific
purpose of information. A text is considered suitable for scanning of information, paying
attention to the writer’s intensions, arguments, ideas, style, etc., The students are expected to
answer all questions which involve their understanding of the text, grammar, vocabulary, writing,
etc.,
1. It must be interesting.
2. It should be well graded.
3. Multiple numbers of colorful pictures are necessary.
4. The pictures should stimulate an interest in the lessons.
5. More opportunities for oral discussions before reading the text.
6. Difficult words, phrases and ideas should be clearly explained by the
teacher.
7. It must have provisions for silent reading and reading aloud.
AIMS OF TEACHING PROSE:

The main aim of teaching prose is to develop the language ability of the students. It is the
intensive study of a language. The language ability helps the learners to use English language
without any problem.
GENERAL AIMS OF TEACHING PROSE:
To enable the students

1. To understand the passage and grasp its meaning.
2. To read with correct pronunciation, stress, intonation, pause and articulation
of voice.
3. To enable students to understand the passage by silent reading.
4. To enrich their active and passive vocabulary.
5. To express the ideas of the passage orally and in writing.
6. To enjoy reading and writing.
7. To develop their imagination.
8. To prepare the students for world citizenship.
SPECIFIC AIMS:
The specific aims of prose change according to the subject matter like biography, play,
story and essay.
SPECIFIC AIMS OF A STORY:

1. The learners learn a few facts through the story.
2. To teach morals.
3. To mold one’s character.
4. Exposure to the style of story writing.
SPECIFIC AIMS OF AN ESSAY:
1. The learners learn a few facts through the essay.
2. To make students curious about the subject of essay.
3. Exposure to the style of essay-writing.
4. To arrange ideas in an organized manner.
SPECIFIC AIMS OF A BIOGRAPHY:
1. The learners are exposed to the lives of great men.
3. Aspiration for better things in life.
4. To inculcate in them desirable sentiments.
SPECIFIC AIMS OF A PLAY:
1. To provide opportunities for self-expression.
2. To play different roles.
3. To speak English in the conversational style.
DIFFERENT STEPS INVOLVED IN TEACHING PROSE:
A prose lesson is not for memorization of questions and answers but for learning a
language. The prose lesson contains structure, vocabulary, grammar, views and ideas for
comprehension. The students read prose with comprehension and write sentences about the
lesson using the correct structures and content words.
The steps for teaching of prose may be summed up as follows.
1. Introducing the prose lesson
2. Teaching structures
3. Dividing the text into smaller units
4. Teaching vocabulary
5. Model reading by the teacher
6. Silent reading by the students
7. Testing comprehension
8. Testing application
9. Loud reading by the students and
10. Giving assignment
1. Introducing the Prose Lesson
Introduction of a lesson is to fulfill two purposes.

They are;
a) To recollect the past knowledge.
b) To win student’s attention to the new subject.
Teachers should try to motivate the students to study the new lesson. The various efforts
made by the teacher to create interest or to attract the attention of the students is known as
preparation of the lesson. The teacher introduces the lesson by asking appropriate questions.
He uses models or pictures. The questions arouse the interest for the new lesson. The teacher
tests the previous knowledge of the students and links it to the subject.
2.Teaching structures:
A new structural item is presented by the teacher to enable the students to identify the
new structures. In introducing structures, substitution table is of great help. It highlights the
elements of the pattern and their order and nature.
Secondly, the teacher presents the structure in readily understandable situations. It helps the
students to cleat its meaning and use. This helps them not only to understand the meaning of
the new item but also its use in different contexts. Opportunities are provided to the students to
use the structures themselves.
3.Dividing the text into smaller units:
Reading long passages of a text may be tiresome for the teacher. So, the text will have
to be split up into smaller, more manageable units or sections. This will facilitate the teacher to
present the lesson interestingly and efficiently.
4.Teaching vocabulary:
The teacher uses an object, a model or a picture to give clear ideas about new words
and their meaning.
The meaning may be explained through ‘real situation’.
The purposes of expositions are:
• To clear the meaning of difficult words, phrases & idioms.

• To make the comprehension of the passage easy.
• To promote intensive reading.
5.Model Reading by the Teacher:
The teacher reads the selected passage aloud. He should be careful about
pronunciation, words, phrases & intonation in his reading before the students. His reading is
observed by the learners and imitated. This model reading by the teachers helps the students
for aural comprehension. The teacher gives instructions regarding postures and attention. The
teacher should not be completely absorbed in his reading.
6.Silent Reading by the students:
The teacher gives time for the students to read the passage silently. Silent reading is
helpful for rapid reading, learning of new words and a quick understanding of meaning. A short
time of five to ten minutes for silent reading is followed in every session.
7.Testing Comprehension:
To check the students’ comprehension ability, the teacher asks questions to the
students. The questions are from the taught passage. The question should be direct, short and
objective based. The same procedure i.e. steps 4, 5, 6 & 7 can be followed for the other units of
the lesson.
8.Testing application:
The aim of application test is to evaluate the achievement of the learners. The questions
may be of oral or written type. After teaching of structure or vocabulary, the teacher normally
asks the students to do the exercises given at the end of the lesson.
9.Loud reading by the students:
The teacher asks the students to read the taught units loudly in the class one by one. To
develop clear pronunciation this loud reading is very much helpful. It improves the tone, rhythm
and fluency. Each student is asked to read a short passage. At the end of reading, the errors of
pronunciations are corrected. Students should be asked to keep the books 30 cm away from
the eyes. They hold their books on the left hand and the right hand is free. The teacher needs to
exercise more care at the time of students’ reading.
10. Giving assignment:
Assignments to the students are given by the teacher for the following purposes.
a) To remember the meaning and spelling of new words.
b) To use the words in sentences.
c) To write the gist of the passage.
d) To answer the questions.
e) To do the exercises based on the taught units.
Examples for task:
1. Read the sentences fast. [Drawing a picture of a girl]

2. Read the passage and answer the question [Comprehension exercise]
ACTIVITY 2.2
1. Prepare your own detailed lesson plan in teaching prose. This will be used
in your graded demo teaching.
EDENTON MISSION COLLEGE, INC.
Sison, Maitum, Sarangani
College Department
Prelim
Module 1
ACTIVITY SHEET EL 118: Teaching and Assessment of Literature Studies
NAME:
Instruction:
1. Write neatly and legibly using blue or black pen.
2. Use extra sheet of short bond paper if needed and attach it to this worksheet.
Date/Time: __________ Score: _________
Activity 2.1
EDENTON MISSION COLLEGE, INC.
Sison, Maitum, Sarangani
College Department
Prelim
Module 1
ACTIVITY SHEET EL 116: Survey of Afro-Asian Literature
NAME:
Instruction:
1. Write neatly and legibly using blue or black pen.
2. Use extra sheet of short bond paper if needed and attach it to this worksheet.
Date/Time: __________ Score: _________
Activity 2.2

3rd Year BSED EL 118 - MODULE 2 - MID - FINAL

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3rd Year BSED EL 118 - MODULE 2 - MID - FINAL

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Edenton, Sison, Maitum, Sarangani

Government Recognition No. 244, s. 1962

II. COURSE OVERVIEW:

Module II: MIDTERM &FINAL

Examples of Poetry Genres: Major Styles Explained

• elegy - a reflective poem to honor the dead

Of marble men and maidens Thou shalt remain, in midst of other

As doth eternity: Cold Pastoral! Ye know on earth, and all ye need to

Narrative Poetry Examples

• allegory - a narrative poem that uses an extended metaphor to make a point

Of the cunning hero,

The wanderer, blown off course time and again

After he plundered Troy's sacred heights.

Speak of all the cities he saw, the minds he grasped,

The suffering deep in his heart at sea

As he struggled to survive and bring his men home

But could not save them, hard as he tried—

The fools—destroyed by their own recklessness

When they ate the oxen of Hyperion the Sun,

And that god snuffed out their day of return."

Dramatic Poetry Examples

• monologue - a speech given by one character to another, or by one character to the

"That's my last Duchess painted on the wall,

Allegory- a figurative work in which a surface narrative carries a secondary, symbolic

Three kinds of irony:

Teaching Poetry: A Guide to Reading and Interpreting Poetry

When you read and understand a poem,

Reading the Poem

The only really difficult thing about a

Writing the Literary Explication/Analysis

Figurative language (allegory, allusion, ambiguity, anaphora, apostrophe, conceit, connotation,

II. SUBJECT MATTER

Topic: I Wandered Lonely as a Cloud by William Wordsworth

I wandered lonely as a cloud

Fluttering and dancing in the breeze

• And now let me see if you really understood the poem.

E. Answering the Motive Invention

4 Common Types of Prose

What Is the Function of Prose in Writing?

• Follows natural patterns of speech and communication

• Traditional poetry has deliberated patterns, such as rhythm and rhyme

2 Examples of Prose in Literature

The main aims of teaching prose are

The reading strategies are

AIMS OF TEACHING PROSE:

GENERAL AIMS OF TEACHING PROSE:

To enable the students

SPECIFIC AIMS OF A STORY:

DIFFERENT STEPS INVOLVED IN TEACHING PROSE:

The steps for teaching of prose may be summed up as follows.

1. Introducing the prose lesson

5. Model reading by the teacher

6. Silent reading by the students

9. Loud reading by the students and

10. Giving assignment

1. Introducing the Prose Lesson

Introduction of a lesson is to fulfill two purposes.

a) To recollect the past knowledge.