aon ameoenr at Competency 4. especiall Teaching poetry is somehow a chalet But guided with the right teaching paradigm. I Poetry teaching in class, learn Outcomes. In this son, the preservice eces Wil J Education inthe teaching of poetry. ly for ni me can do ite > ad I: Let’ illustrate q DIRECTIONS: Draw below anything or objet tat symbolizes what YOu can give out of love. SSZAv re Teaching and assessment of Literature Studies2: ay listen sions: Listen fo the poem’s audio, How Do I Loy (763: Do the read each line of the poem, © Thee, through the link https:// '€ second reading aloud and feel the How do I love thee? Let me count the ways. {ove thee to the depth and breadth and height My soul can reach, when feeling out of sight For the ends of being and ideal grace. J love thee to the level of ‘every day's Most quiet need, by sun and candle-light, Love thee freely, as men strive for right; Toye thee purely, as they turn from praise, 1 love thee with the passion put to use In my old griefs, and with my childhood’s faith, Tlove thee with a Jove I seemed to lose Helgteateaaeeester en ‘Smiles, tears, of all my lifes and if God I shall but love thee better after death, ad sk 3: PP es famitariace DIRECTIONS: Using the search engine available, read the biography of Elizabeth Barett Browning and fill out the graphic organizer that follows. Biography Research r Picture: Chapter 3- Teaching and Assessing PoetryDSR LE LILI LES OT Sompetency «Teaching Tape nena pipe hI TTRTLL2ESOSY “The heart of Outcomes-Based Education is the constructive alignment of the three salient components of the plan: the Intended Learning Outcomes (0), the Teaching. Learning Activities (AD), andthe Assessment Task (AT) In interactive poetry teaching, once the JLOs are clearly. defined, the teacher needs to give engaging activities to serve as scaffolds to attain the leaing ‘outcomes, Thus, the leamers become active in the leaming process (TLAs), Using the 3Ps plan, the preparation includes the motivating activity, reading the poen, | ‘and knowing about the author's life. The presentation consists of analyzing the poem's form and structure, drawing out the images from the poem, explaining the literary devices used, and unveiling the poem's message. The performance includes comparing the poem with another and even doing reflective artworks, In the assessment tasks (473), the teacher needs to hit the specified skill ‘outcome and, most importamly, allow the learners to demonstrate whet they learned. Therefore, the performance, not the given task or activity, is given primary consideration if the teacher targets quality instruction. RYZA tre texting nd assesment of Lice StatesPad Task 6: q Lets Reflect make 2 UNIQUE Aro ne, DIRECTIONS: Using available art materials Mee may use # SeParate bong reflective of the vision of E, Browning's Sonnet paper for the desired output a q i AD ask 7: : Let's write | we has made g DIRECTIONS: Write your sonnet expressing how much love | difference in your life. | ; 7 i YAR re Teaching and Assesment of Lieraure Stes dlaLemay 4 Techn Poy neta RECTIONS: Establish the learning ses hin e ign used in this lesson and use it to do an oecve Poetry teaching demo online or amin following the rubris that follow: ie era eee ee EXCELLENT | Sena | sATISE, linens | | ACTORY | isepROVEMENT ona The plan does not | No consructive TOs Tag an, [eM toaniest | sgn S TLAS, and ATS | constructive st is well: manifested. | shgnmen fed The chosen activities meas Some activites do. | Most activities ane cnenging | not engage students | less engaging in that they help in |to achieve the ILOs the attainment of the | ILOs. | alignment The teacher animates |The teacher can The teacher needs Recess tery well |dtver the eson —Jeonfidence in ber | and exudes mastery | just wel. delivery ofthe | ofthe subject matter, lesson, | REFERENCES a ersanzer template mages (Fre New Design Gap Fil, et, Pos, Stack Mari oe and Fee Font Newisignlecon rizes-template_99551/ ease mode! in caching (nd). Instructional Technology bps: pesanb-3ahlogpot ned (ad) Aton Regu Chudae scne ia h IX esata Big a 5 cmt Began ranagrape oronter | cmp’ | iggy gph oe fe gp ogoners eprops temple (vd) Pe Meee 7798722283283 rn (nd) samadsid ps Johmyyy visi. comsamasiih-dedsro Dita) cy rae) en ei nog posms/47652/becwse--cul-nk-siop-fordeath-479 HARPER, SN. (1988). Strategies for teaching Hiterature at the undergraduate level. The Modern “Language Journal, 72(4, 402-408, bp: on. 1 540-478, 1988 998199 x How do Love thee? (Sonnet 43). (hilo one envio so-oxe-thee sonnet} Howto write a poem like Walt Whioan (0.3) Pen andthe Pad, hs /penantipad com/writ-posm: Ike waltwhitman-779802L hun! 2007). Teaching sratepes for outcomes-hsed education, Jt and Company. Pee le ae cea eon September 14), YouTube psyoutube/AVUcWyeOCHM Be Phi rn efi (ud), Seo Pant FeO Gry Be More. bps www squi!ssplayhouse com Bran Teasers Poems pip i Foundation. (0 Foundation fps pos foundation orga? i crest aso ne pene) ey re MORN Steck pad wih pencils vector mage on VectorStock. (2016, Mi 1) Negrsosk nopsdimevector: (ed Yate hp ey con ashe (nd), YouTube. hitpsi/www youtube.com watch N=BYBEG@REHO CChapter3- Teashingamd Avessng Poety. ssllYZou