ELT 4: TEACHING AND ASSESSMENT OF

LITERATURE

LESSON 2: The Nature norms, historical contexts,

of Literature and its and existential dilemmas.
Genres
It represents a medium
What is Literature? through which authors can
express their viewpoints
It’s a myriad forms and
and critiques, as well as
expressions, serves as a
convey universal truths
reflection of the human
about the human
experience, encompassing
condition.
the thoughts, feelings, and
aspirations of individuals What is Genre?
across time and cultures.
Genre in literature is a type
pieces of writing that are of written or oral text with
valued as works of art, a specific purpose.
especially novels, plays
Three types of Genre
and poems (in contrast to
technical books and Poetry
newspapers, magazines, Prose
etc.) Drama

writings having excellence What is Poetry?

of form or expression and
Poetry is a deep form of
expressing ideas of
literature that uses words
permanent or universal
to express deep ideas,
interest.
ignite feelings, and create
The essence of Literature vivid images.

The Essence of Literature, Example: Spoken Poetry

Literature can be seen as a
mirror to society,
capturing the zeitgeist and Kinds of Poetry
offering insights into social
 ELT 4: TEACHING AND ASSESSMENT OF
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1. Lyric Poetry - Narrative Poetry

Expression of feeling,
musical quality. The Greedy Dog
There once was a dog
2. Narrative Poetry –
filled with greed who
Tells an entire story, with
wanted much more than
a beginning, middle, and
end. he's need. When he saw
his reflection upon further
3. Descriptive Poetry – inspection He ended with
Use imagery to describe nothing, indeed.
places, people and events.
4. Didactic Poetry –
Moral lesson. Knowledge. Descriptive Poetry
Dreams
Hold fast to dreams for if
Lyric Poetry
dreams die Life is a
"Death Stands Above Me, broken-winged bird that
Whispering Low" cannot fly.
Death stands above me, Hold fast to dreams for
whispering low I know not when dreams go Life is a
what into my ear: Of this barren field Frozen with
strange language all I snow.
know Is, there is not a
Langston Hughes
word of fear.
by Savage Landor
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Didactic Poetry Types of Drama

"Early to bed, early to rise Comedy - is a genre that
makes a man healthy, aims to elicit laughter and
wealthy, and wise. " ~Ben amusement form the
Franklin audience.
What is Prose? Tragedy - is a genre that
deals with the downfall of
Prose is a type of writing a protagonist.
that does not follow a set
rhythm or meter, unlike Farce - farce is a specific
poetry. type of comedy that relies
heavily on exaggerated
Type of Prose situations, slapstick
Fiction - fiction prose is humor, and improbable
partly or wholly created coincidences.
from a writer's
imagination.
Non - fiction – non-fiction
prose, any literary work
that is based mainly on
fact.

What is Drama?
Drama is a genre that
presents a story by having
people act out scenes on
stage.
 ELT 4: TEACHING AND ASSESSMENT OF
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approach, stylistic
approach and
LESSON 3: Teaching language based
and Assessing Literature
approach.
Models Approaches and
 It integrates
Strategies.
language, and
Cultural Model literature as a
source to improve
 It stressed the role student's language
of literature in proficiency while
understanding learning the
values, ideas and language.
wisdom that have
accumulated Personal Growth Model
within a culture
 It enables students
over historical
to develop their
periods.
language character
 Treated as a
and emotions by
source of
connecting and
information about
responding the
Target culture,
issues and themes
most traditional
to their lives.
approaches.
 This model is a
 Source of fact
kind of bridge
information.
between cultural
 Quite teacher
model and
centered.
language model.
Determining the
Language Model Approach to Teaching
Literature
 Comprises
paraphrastic
 ELT 4: TEACHING AND ASSESSMENT OF
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1.Informative-Based - Helps students to pay

Approach attention to the way that
the language is used when
– gives knowledge and
studying literature. It is
information to students. It
student-centered and
is teacher-centered and
active based for productive
demands a lot of the use of language.
teacher's input in giving
students various contexts 5. Personal Responses
of literary texts, such as Approach
historical, political,
- encourages students to
cultural, and social
make sense of their lives
backgrounds.
with text themes.
2. Paraphratic Approach
6. Moral Philosophical
- primarily paraphrasing Approach
and rewording the text to
-Learners seek moral
simpler language or use
values from a particular
other language to translate
literary text while reading
it.
it.
3. Stylistic Approach
- Implies literary critics
and linguistics analysis. It
is for students to
appreciate and understand
in a deeper manner of the
literary text.
4. Language Based
Approach
 ELT 4: TEACHING AND ASSESSMENT OF
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LESSON 4: authors, such as Homer,

LITERATURE – A Hesiod, and Aeschylus,
TALE OF LOVE AND wrote epic poems,
TRIALS (The story of tragedies, and comedies
Eros and Psyche) that explored the themes
and characters of Greek
mythology.
Literature
A TALE OF LOVE AND
- is the written or spoken TRIALS (Example of
word that is used to Literature in Greek
express ideas, stories, and Mythology)
emotions. It can be in
The story of Eros and
many forms, like poems,
Psyche is a piece of
novels, plays, and short
literature. It is a classic
stories. It's a way of
Greek myth that has been
sharing experiences,
adapted and retold
telling tales, and exploring
numerous times
the world around us.
throughout history,
appearing in various forms
such as poems, plays, and
Literature in Greek novels.
Mythology
The story's themes of
Greek mythology is a rich love, sacrifice, and the
tapestry of stories, power of fate have
legends, and beliefs that resonated with audiences
have been passed down for centuries.
through generations.
Literature has played a
crucial role in preserving
and transmitting these
tales. Ancient Greek
 ELT 4: TEACHING AND ASSESSMENT OF
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LESSON 5: Comprehension. There

UNDERSTANDING are five levels: lexical,
THE LEVELS OF literal, interpretive,
COMPREHENSION IN applied, and affective
QUESTIONS comprehension.

Comprehension TYPES OF
Comprehension refers to COMPREHENSION
the ability to understand
and grasp the meaning of
1. Lexical
information, concepts, or
Comprehension
ideas. It involves
This term usually refers to
processing and interpreting
the basic understanding of
what is being read, heard,
the words in a text. This
or observed, allowing an
does not refer to the
individual to connect new
grammar and/or
knowledge with existing
construction of a sentence.
knowledge. In reading, for
The reader must be
example, comprehension
equipped with the
means not just decoding
knowledge and
words but also
understanding of the
understanding themes,
words themselves before
context, and implications.
they can progress to
further comprehension
The Levels
levels.
The levels of
comprehension is a devise
Example Questions:
that aids in literature
Assuming the child just
analysis. One way to
read Goldilocks and The
conduct this literature
Three Bears
analysis is using a system
· What does the word
called the Levels of
porridge mean?
 ELT 4: TEACHING AND ASSESSMENT OF
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· What words mean Interpretive

“happy” in the text? 1.Predict endings and
anticipate consequences
2. Literal 2.State reasons for events
Comprehension 3.Make generalizations
Literal comprehension 4.Understand the facts that
means understanding a are explicitly stated in the
text, including facts, ideas, text.
vocabulary, events, and
stated information. It Example questions:
involves getting specific • Why did Goldilocks go
answers to questions or for a walk?
information gathering for • Why did the chair break
questions that start with when Goldilocks sat on it?
“what, where, when, who. • Why did the Three Bears
go for a walk?
For example: • What was wrong with
• Who took Sandra’s pen? Mama Bear’s and Papa
• What did Sandra do Bear’s porridge?
when she realized that her
pen was missing? 4. Applied
• Where did Ariel go to Comprehension
live at the end of the story? 1. Ability to create
generalizations
Literal comprehension 2. Basic compare/contrast
requires direct and explicit 3.Explain judgments.
answers to questions 4. Make recommendations
extracted and suggestions.
from a text. 5. Make decisions.
6. Create alternative
endings.
3. Interpretive
Comprehension
 ELT 4: TEACHING AND ASSESSMENT OF
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Example questions: The tools or the strategies

• Should Goldilocks have for literature are focused
gone into the Three Bear’s mainly on checking the
house? level of reproductive
• Do you think Goldilocks assimilation of knowledge
was wrong to eat the and skills. However, such
porridge? criteria as "the search
• What would have for information" and "the
happened to Goldilocks if ability to find an answer
she had not run away from on the question in the
the Three Bears’ house? text", it is advisable to
• What should Goldilocks work out not art, but
have done when she came educational texts.
to the Three Bears’ house?
Teaching Literature
5. Affective The ultimate goals of
Comprehension teaching literature include
1. This is the Ability to fostering critical thinking,
understand the relational, enhancing empathy
emotional, and social through diverse
aspects of perspectives, and
the characters. improving language skills.
2. Understand the Additionally, it aims to
dynamics between the inspire a love for reading
plot, motive, and and to delve into cultural
characters in the story. and historical contexts,
enriching students'
EMPLOYING understanding of the
ASSESSMENT human experience.
STRATEGIES IN
TEACHING Abstract
LITERATURE The research on validity
 ELT 4: TEACHING AND ASSESSMENT OF
LITERATURE

and reliability in of authentic assessment

evaluating students' methodologies, or, to put it
literary responses related more objectively, which
to their experiential give students an
interaction with the literary innovative way to present
text is examined in this their skills and the material
chapter. It explains how they have acquired in a
summative evaluation of course. Almost all course
literary responses is used. types, including those that
employ traditional forms
Assessment Strategies of evaluation more
• Some of the most frequently, can benefit
familiar assessment from the adoption of
strategies are quizzes, authentic assessment
tests, state-administered methodologies.
standardized tests, and
essays. While each of • These days, a lot of
these relatively traditional educators are also
forms of assessment has its experimenting with peer
place in a curriculum, and self-evaluation. Some
many teachers are theories of education
finding that they are contend that when
limiting in other, important students are aware that
ways. This has prompted they, along with their
many teachers to design peers, are actively
alternative assessments participating in the final
that they feel better match assessment, they become
and evaluate the content of more invested in their
the instruction. success in the course.

• Portfolios, plays, and Analysis

exhibitions are examples Example:
 ELT 4: TEACHING AND ASSESSMENT OF
LITERATURE

• during the rising action,

To Kill a Mockingbird the basic conflict is
by Harper Lee complicated by the
introduction of related
Applying "To Kill a secondary conflicts,
Mockingbird" as a including various obstacles
teaching tool helps that frustrate the
students better understand protagonists attempt to
the storyline and reach his or her goal.
characters. Students can Secondary conflicts can
gain a deeper grasp of include adversaries of
literature and its lesser importance than the
reflection on society by story's antagonist, who
delving into its topics and may work with the
interacting with the story antagonist or separately,
through debates and by and for themselves.
activities. In the end, this
promotes empathy and Climax
critical thinking. • the climax, or turning
point, marks a change, for
Exposition the better or the worse, in
• In the exposition, the the protagonist's affairs. If
background information the story is comedy, things
that is needed to will have gone badly for
understand the story the protagonist up to this
properly is provided. Such point; now, the tide, so to
information includes, the speak, will turn, and things
protagonist, the antagonist, will begin to go well for
the basic conflict, and the him or her. If the story is a
setting. tragedy, the opposite state
of affairs will ensure, with
things going from good to
Rising Action
 ELT 4: TEACHING AND ASSESSMENT OF
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bad for the protagonist. • When students preview

text, they tap into what
Falling Action they already know that
• during the falling action, will help them understand
the conflict between the the text they about to read,
protagonist and the this provides a frame work
antagonist unravels, with for any new information.
the protagonist winning or
losing against the 2. Identifying ideas and
antagonist. The falling summarization
action might contain a • Identifying the main
moment of final suspense, ideas and summarizing
during which the final requires that students to
outcome of the conflict is determine what’s
in doubt. important and the put it in
their own words.
Resolution
• Resolution is sometimes 3. Predicting
a denouement, a • this is the process of
French term meaning anticipating future events
"unravelling" or or ideas in a text based on
"unknotting" context clues. This
Used to describe the strategy encourages active
resolution of the plot engagement and critical
following the climax. thinking, helping readers
make connections and
Keys and enhance their
Comprehension understanding.
Strategies By considering character
motivations and potential
outcomes, predicting
1. Using Prior deepens comprehension
Knowledge
 ELT 4: TEACHING AND ASSESSMENT OF
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and retention of the

material.

4. Questioning
• Asking and Questioning
about the material as you
read. What is the main
idea? What are the
supporting details? This
helps deepen
understanding.

5. Making Connections
Relate the text to your
experiences or other
knowledge.

6. Visualizing
• Create mental images of
the content to enhance
understanding.
 ELT 4: TEACHING AND ASSESSMENT OF
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LESSON 6: TEACHING Comprehending Poetry

AND ASSESSING
POETRY  There are guides
and strategies in
What is Poetry? reading and
analyzing the
 Poetry is highly
poetry.
compressed
language, but still Reading the Poem
uses punctuation
1. Read the poem
and complete
through 1-3 times
sentence, as well a
and see how much
sound and rhythm.
of the author’s
 Poets work to strip
meaning you can
out all the
immediately
extemporaneous
grasp.
words writers
 Ask yourself: Who
usually include as
is speaking?
glue between the
essential words  Who is the
and that give us audience?
context about  What is the topic?
meaning.  Where and when
 While the is the action taking
language’s place?
compression may
make the poem 2. Then go back
seem difficult to through the poem,
understand, most line by line.
poems are, in the Define all the
end, interpretable. images and
symbols, if
necessary,
 ELT 4: TEACHING AND ASSESSMENT OF
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referring to 2. Follow the punctuation

outside reference like a road map.
works or to other
3. Look for symbols,
poems by the same
allusions and other clues to
author.
meaning.
3. If you are still 4. Identify tone (based on
having difficulty diction) and any
understanding the ambiguities.
poem, consider
“translating” each 5. Read first for literal
line into prose. Or meaning, and then for
substitute simpler metaphorical meaning.
words for the more 6. Look for recurring
difficult ones. You words, ideas, sounds.
may need a
dictionary. 7. Pay close attention to
the closing lines.
4. When you
Annotating the Poem
understand all the
basic words and Annotating literature
ideas in the poem, means taking careful,
re-read the poem a extensive notes on any
few more times important plot or charater
and pull it all back clues, themes, and use of
together again. literary devices (rhyme,
allusion, alliteration, irony,
metaphor, etc). as well as
Interpreting the Poem
your personal responses to
1. Look at the title, its the work-noting the
often as important as any author’s tone, intended
line. audience, speaker, etc. and
 ELT 4: TEACHING AND ASSESSMENT OF
LITERATURE

how you react or think 4. Epic is a long narrative

about it. poem that tells a story of a
legendary hero.
Three Main Genres of
Poem
1. Narrative Poem B. Lyric Poem
2. Lyric Poem Are those that can be sung;
they use song-like and
3. Dramatic Poem
emotion words to describe
a moment, an object, a
feeling, or a person. They
A. Narrative Poems include the following:
Narrative poems are those 1. Riddle is a short
that tell a story; they have mystifying lyric poem that
the story element such as poses a question.
characters, setting, plot,
and theme. Poetry include 2. Elegy is a mournful
the following: poem as it honors the
dead.
1. Allegory is a narrative
poem that uses an 3. Haiku is a seventeen-
extended metaphor to syllable poem that uses
make a point. natural imagery to express
an emotion.
2. Ballad is narrative
poetry that can be sung. 4. Sonnet is a fourteen-
line poem in iambic
3. Burlesque is a mock- pentameter with a specific
epic poem presented in a rhyme scheme, abab-cdcd-
melodramatic way. efef-gg for the
Shakesperean sonnet and
 ELT 4: TEACHING AND ASSESSMENT OF
LITERATURE

abba-abba-cdcded for teach literary texts

Petrarchan sonnet. are within their
level. The primary
Dramatic Poem goal is to make
Are those that express a students enjoy as
characters point of view. they learn
They a written from the literature as a vital
perspective of a character and relevant
in the story. aspect of human
existence.
1. Monologue is a speech  In the humanistic
given by one character to approach,
another, or by one literature is taught
character to the audience not in the
(also known as dramatic traditional way
verse when not in poetic where students
form). read a text. It
2. Soliloquy is a speech posits the idea that
given by one character to the interpretation
himself or herself; a of literary texts
dramatic representation of must be a dialect
inner monologue. process where
readers
Strategies in Teaching appropriate their
and Assessing Poetry understanding
beyond the
 According to
author’s purpose
Harper (1988),
(Ricoeur 1976). In
students will
this case, literature
understand and
and its genres
appreciate
undergo three
literature when the
sequenced phases.
strategies used to
 ELT 4: TEACHING AND ASSESSMENT OF
LITERATURE

identification; and
predicting topic or
Preparatory Phase
theme from the
 It consist of pre- title, and inferring
literary activities meaning from the
that allow students lines of the poem
to see their (Steiner 1971,
linguistic abilities Kramsch 1985).
for a meaningful
literary
experience. Interpretative Phase
 Some of these
 It allows students
activities to be
opportunities to
used include
express, negotiate,
identifying parallel
and refine their
themes with non-
interpretations of
literary texts such
the text. In this
as film, painting;
dialogic process,
describing a
the activities
character or a
include dialogue
scenario through
teachniques (Mead
word of
1980), sequenced,
associations;
personalized
establishing
question strategies
comprehension
Birckbichler
through resume
(1980) and
techniques,
Muyskens (1983),
vocabulary
rewriting a text,
building, pre-
oral presentations
reading questions,
like choral
guided role play,
reading, reading
quote
 ELT 4: TEACHING AND ASSESSMENT OF
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aloud, spoken
poetry, etc.
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 like photo
collage, painting,
and others will
enable them to
express how a
specific work
affects them and
foster their
creativity.
 ELT 4: TEACHING AND ASSESSMENT OF
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Key Aspects of Poetry  Theme: The

central idea or
1. Forms and Structures
message of the
 Free Verse: Lacks poem.
of fixed structure,  Tone: The poets
allowing greater attitude toward the
freedom in subject conveyed
expression. through word
choice and style.
2. Elements
Three (3) Main Genres
 Imagery: Vivid
descriptions that 1. Narrative Poem
appeal to the 2. Lyric Poem
senses.
 Sound Devices: 3. Dramatic Poem
Includes rhyme,
alliteration,
assonance, and 1. Narrative Poem
meter, which
enhance the  Narrative poems
musical quality of are those that tell a
the poem. story; they have
 Figurative the story elements
Language: such as characters,
Metaphors, setting, plot, and
similes, and theme.
symbolism are 2. Lyric Poem
commonly used to
convey complex  Lyric poems are
ideas and those that can be
emotions. sung; they use
song-like and
 ELT 4: TEACHING AND ASSESSMENT OF
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emotional words 1. Devices that create

to design a rhythm
moment, an
object, a feeling or  Rhythms in
a person. English poetry
refer to the
3. Dramatic Poem stressed (/) and
unstressed (x)
 Dramatic poem
syllables. Foot
are those that
refers to the unit
express a
of each pattern.
characters’ point
 Lamb (x /) is the
of view. They are
most commonly
written from the
used rhythm
perspective of
consisting of two
character in the
unstressed and
story.
stressed syllables.
Literary Devices  Ex. Let me not to
the marriage of
Known to be the poetic true minds
devices through the (Shakespeare,
language used. It establish Sonnet 116).
musicality through its
 Trochee (/ x) is
rhyme scheme, titillate
opposite to lamb,
readers through its
it has two
aesthetic language that
syllables, stressed
enhances its meaning, and
and unstressed.
create a dramatic effect by
 Between the dark
intensifying the poem’s
and the daylight
mood.
(Longfellow, The
Three Types of Poetic Children Hour)
Devices  Spondee ( / / ) has
two syllables that
 ELT 4: TEACHING AND ASSESSMENT OF
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are consecutively Destruction of

stressed. Sennacherib).
- Ex. At the
doorway of his 2. Devices that enhance
meaning
wigwam
(Longfellow, By  The figures of
the shores of Gitch speech are poetic
Gumee. devices that
 Dactyl ( / x x) is enhance the
made up of three meaning of a
syllables. The first poem.
is stressed, and the  Simile directly
remaining two compares two
syllables are unlike things or
unstressed. objects using “as
- Ex. Half a league, or like.
half a league - Ex. A poem as
(Tennyson, the lovely as a tress
Charge of the (J.Kilmer)
Light Brigade)  Metaphor, unlike
 Anapest ( x x / ) simile, makes
is the opposite of indirect
dactyl. It consists comparisom
of three syllables: between two
the first two are unlike.
unstressed, and the - Ex. It is the star to
last syllable is every wandering
stressed. bark. (W.
– Ex. Like the Shakespeare)
leaves of the forest
when Summer is
green ( Byron, the
 ELT 4: TEACHING AND ASSESSMENT OF
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 Personification 3. Devices that intensify

gives human mood
attributes to
 Figures of sound
inanimate objects.
are the poetic
- Ex. The maple
devices used to
wears a gayer
build up the
scarf. (E.
dynamic outlook
Dickenson)
of a poetic piece.
 Hyperbole is
 Onomatopoeia is
noted for the use
the figure of sound
of exaggerations,
that uses words
making the
that mimic the
impossible seem
sound they
possible.
represent.
- Ex. And the rocks
- Ex. Little hands
melt with the sun;
clapping and little
( W. Wordsworth)
tongues chattering,
 Hyperbaton
(R. Browning).
defies conventions
 Alliteration is a
in writing just to
sound device that
suit the intended
involves the
poetic, rhythm
repetition of the
pattern.
first consonant
- Ex. Ten thousand
sound in multiple
saw I at a
words within a
glance….
line of the poem.
(W.Wordsworth)
- Ex: While I
nodded, nearly
napping, suddenly
there came a
tapping. (E. A.
Poe)
 ELT 4: TEACHING AND ASSESSMENT OF
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 Assonance is allow students to learn the

noted for the content.
repetition of the
Three Sequenced Phases
same vowel
sounds in the line 1.Preparatory Phase
of a poem.
- Ex. Who knows  It consist of pre-
why the cold wind literary activities
blows (K.Roper). that allow students
 Consonance, to see their
unlike alliteration, linguistic abilities
repeat the middle for a meaningful
and final literary
consonants within experience.
groups of words 2. The interpretative
within the line of a Phase
poem.
- Ex. If you are a  Allow students
dreamer, a wisher, opportunities to
a liar (S. express, negotiate
Silverstein). and refine their
interpretations of
the text.
Strategies in Teaching 3. The Synthesis Phase
and Assessing Poetry
 As the final stage
Teaching entails the
enables students to
passion and creativity of view a text as a
anyone who wants to
unique whole so
become fulfilled in this that activities such
chosen field. In teaching, as commenting on
strategies refer to how the poet’s work ,
instruction is delivered to
 ELT 4: TEACHING AND ASSESSMENT OF
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writing a reader’s rhymes, structure

response, and more to create
differentiated a piece of writing
outputs like photo that stirs the
collage, painting, reader’s feelings.
and others will
enable them to It Comprises Several
express how a Elements
specific work 1. Theme
affects them and
foster their  Refers to the
creativity. central idea,
message, or
underlying
meaning that the
LESSON 7: Design a
poem conveys. It
Learning form of Poetry
is the main subject
What is Poetry? or topic that the
poem explores,
 Is defined as a often a universal
type of literature human experience,
or artistic writing emotion, or
that tries to appeal concept. The
to the reader’s theme may be
emotions and explicitly stated or
imagination implied through
through a variety the poem’s
of different poetic language, imagery,
techniques. symbolism, and
 The poet uses a overall structure.
combination of
rhythm, word
choice, sounds,
 ELT 4: TEACHING AND ASSESSMENT OF
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2. Stanza as to the overall

feeling or
 Put simply, a
experience.
stanza is a unit of
lines in poetry.
4. Rhythm
Just like we use
 Is the pattern
paragraphs prose,
of beats made
and verses in
up of stressed
songs, stanzas are
and unstressed
units that give a
syllables
poem structure.
resulting in the
They guide the
rising and
reader from one
falling of the
idea to the next.
voice.
 Stanzas also
 Rhythm in
provide rhythm,
poetry can be
organization,
thought of as
emotional shifts,
the beat or the
and shape.
flow of a
3. Sound poem. It is
made up of
 Create a specific beat and
rhythm, tone, and repetition, so
mood in their it usually
writing, which refers to
helps to emphasize features of
the message. sound.
 Sound brings
attention to both
individual words
that are drawn
together through
their sound as well
 ELT 4: TEACHING AND ASSESSMENT OF
LITERATURE

5. Figurative Language demographic

profile of the
 Used to create
learners (age,
comparisons
gender, family
between two
background, and
things in a way
the socio-strata),
that is abstract
their competency
symbolic rather
level (Knowledge,
than literal.
skills, and
 Without figurative
attitude), and their
language, stories
learning styles
would be flat and
(visual, auditory,
uninteresting. and kinesthetic.
Also, poetry
would be hard to 2. Stating the Objectives
understand if one
 In the three
only focused on its
domains:
literal meaning, as
Cognitive
it heavily relies on
(knowledge),
this literary
device. Affective
(attitude), and
Steps in Designing a Psychomotor
Learning Plan (skill) anchor the
competency
1. Analyzing the targeted in a
Learners specific grade
 Teachers need to level. Primarily,
have their learners objectives need to
in mind as they be specific,
plan their lesson. measurable,
Teachers need to attainable, results-
analyze the oriented, and time
 ELT 4: TEACHING AND ASSESSMENT OF
LITERATURE

bounded 4. Utilizing the Method

(SMART), of Media and Material
higher-order
 The teacher
thinking skills
requires practice
(HOTS), and with
and preparation to
the audience
make a powerful
behavior,
presentation of the
condition, and
day. Thus, the
degree (ABCD)
format. teacher may use
the ff, procedures:
3. Selecting the (1) previewing the
Appropriate Method, materials, (2)
and Materials preparing back up,
(3) preparing the
 To meet their
environment, (4)
objectives and
preparing the
choosing the
learners, and (5)
suitable media and
providing the
material to work
learning
with your experience.
instructional
strategy are 5. Requiring Learner’s
essential to Participation
making learning
 This is a must in a
meaningful. The
student-centered
method, media and
classroom. It
materials that
means engaging
serves as scaffolds
students at all
for learners must
times and
be connected.
encouraging them
to participate
actively in all the
 ELT 4: TEACHING AND ASSESSMENT OF
LITERATURE

activities. Giving them in activities

long lectures is which will create
therefore not the right attitude
suitable. and willingness to
learn.
6. Evaluating  We can ask some
Performance
questions related
 The most critical to the theme of the
part of any lesson poem based on the
delivery as it aims previous
to gauge how knowledge of the
much the learners students.
achieve. Revising  We can ask the
the learning plan, students to guess
assessing the the theme of the
learner’s and poem just by
teacher’s reading the title of
performance, and the poem.
evaluating the  We can read a
method’s poem similar in
effectiveness, subject matter
media, and with the poem to
materials used are be taught.
necessary.
While Reading
Steps of Teaching Prose
 Model Reading –
Pre-Reading The teacher must
recite the poem
 It is very with full vigor and
important to make enthusiasm using
students ready to proper pauses and
read the poetry. intonation. This
We should involve
 ELT 4: TEACHING AND ASSESSMENT OF
LITERATURE

helps the pupils to continuity of the

follow the tone poem.
and rhythm of the
poem and learn the
pronunciation of
new words.
 Meaning of new
words and
phrases should be
explained by the
teacher as they
may create
hindrance in the
comprehension of
the poem.
Post-Reading
 The purpose of
these questions is
to know if the
meaning of the
poem is clear to
the students.
 They also help in
making certain
ideas more clear in
the minds of the
reader.
 These questions
should be simple
and should not
break the
ELT 4: TEACHING AND ASSESSMENT OF
LITERATURE