Study Guide in Teaching and Assessment of Literature Studies FM-AA-CIA-15 Rev.
0 10-July-2020
Module 4 – Teaching Prose and Dramatic Prose
Module No. 4
Teaching Prose and Dramatic Prose
MODULE OVERVIEW
Enumerated below are topics that you need to study in this module.
1) Review on the Genres of Prose
2) Comprehending Prose
3) Strategies in Teaching Prose
- Silent Reading
- Prose Performances
- Dramatic Performance
4) Literary Appreciation and Valuing in/of Prose
5) Lesson Design in Teaching Prose
6) Materials and Resources in Teaching Prose
7) Assessment in Teaching Prose
MODULE LEARNING OBJECTIVES
At the end of the lesson, the students will be able to:
a) adapt competency-based learning materials in teaching prose which respond to the various linguistic,
cultural, socio-economic, and religious backgrounds of learners
b) familiarize a range of assessment strategies in teaching prose that address learners’ needs, progress, and
achievement which are consistent with the selected competencies
c) craft a learning plan according to the English curricula that develops higher order thinking skills of learners
through the use of prose texts
d) conduct a teaching demonstration of a developmentally-sequenced learning process using innovative
teaching principles, skills, and strategies for teaching prose
LEARNING CONTENTS
Definition of Prose
Originally, the word prose originated from the Latin one "prosa” meaning straightforward discourse.
In the new oxford American dictionary it is defined as "written or spoken language in its ordinary
form, without metrical structure." This indicates that any writing not in verse form can be thought of prose.
It can also be termed in two senses: the broad one and the narrow one as well as the one which is in between.
In a broad sense, it refers to a literary medium distinguished from poetry especially by its irregularity and
variety of rhythm and its close correspondence to the patterns. According to this definition, fiction and
drama fall within the scope of prose. In a narrow sense, however, it refers to a type of literary genres
opposed to poetry, fiction and drama. And there are some features which make it possible to distinguish
it from poetry, drama and fiction.
Prose is a literary device referring to writing that is structured in a grammatical way, with words and
phrases that build sentences and paragraphs. Works wrote in prose feature language that flows in natural
patterns of everyday speech. Prose is the most common and popular form of writing in fiction and non-fiction
works.
PANGASINAN STATE UNIVERSITY 1
Study Guide in Teaching and Assessment of Literature Studies FM-AA-CIA-15 Rev. 0 10-July-2020
Module 4 – Teaching Prose and Dramatic Prose
Types of PROSE
Writers use different types of prose as a literary device depending on the style and purpose of their work.
Here are the different types of prose:
Nonfiction: prose that recounts a true story, provides information, or gives a factual account of something
(such as manuals, newspaper articles, textbooks, etc.)
Heroic: prose usually in the form of a legend or fable that is intended to be recited and has been passed
down through oral or written tradition
Fiction: most familiar form of prose used in novels and short stories and featuring elements such as plot,
setting, characters, dialogue, etc.
Poetic Prose: poetry written in the form of prose, creating a literary hybrid with occasional rhythm and/or
rhyme patterns
10 Different Prose Types in Creative Writing
1) BIOGRAPHY
A thorough description of a person’s life is referred to as his/her Biography.
It is a kind of prose which is full of basic information to all the highs and lows in a person’s life, including
anecdotes and memoirs. A biography tells the tale of the person’s personal experiences with life,
relationships, work and all the other things. You are the major lead of your biography, and it tells your truth
to the world. Biographies fall under the category of non-fiction. When written in-depth, we know it as legacy
writing.
A biography can also be portrayed or presented in various forms of media, from literature to film. An
accredited biography can only be written with the permission, cooperation, and participation of the person or
the person’s family or successors. It is the story of a person’s life narrated and drafted by him or her but
perfected and written by another person.
Biography Example: The Life of Samuel Johnson (By James Boswell)
2) AUTOBIOGRAPHY
Autobiography is also a kind of prose and as the term suggests, it is the self-written account of one’s life.
It is very similar to biography, except it is written by the same person whose story it is about. For example, if
I write the story of my life by myself completely, then it will be referred to as an autobiography. The person
can also seek guidance or help from another writer or hire a ghostwriter if required.
Autobiography Example: The story of My Life by Helen Keller is the best example of an autobiography as
it captures it all and that too perfectly.
3) FOLKTALE
Folktale is popular or legendary stories, familiar to a specific group or culture reflecting their values and ideas.
They are usually passed down verbally from one generation to another. These stories carry a moral or lesson
to be absorbed by the audience. Folktales have many types like fables, tall tales, ghost stories or religious
tales.
Folktale Example: The Pied Piper and The Frog King are popular folktales both impart valuable lessons.
The Frog King is one of the oldest German folk tales. In the story, a princess promises a frog that she will
make him her companion if he retrieves her favorite toy from the bottom of the deep spring. The moral of The
PANGASINAN STATE UNIVERSITY 2
Study Guide in Teaching and Assessment of Literature Studies FM-AA-CIA-15 Rev. 0 10-July-2020
Module 4 – Teaching Prose and Dramatic Prose
Frog King is that one should honor their promises and will be rewarded. The frog honored his promise to
retrieve the ball and the princess (unwillingly) honored her promise to the frog. His curse was broken, and
she got a fancy new husband.
4) MYTH
Myth is a traditional story or tale full of symbols. These superficially relate reality or actual events and are
especially associated with religious beliefs and traditions. The key figures in myths are gods, demigods, or
supernatural humans with unrealistic powers and talents entangled in extraordinary events or circumstances
in an unknown period.
Myth Example: Pandora’s Box is an artefact in Greek mythology connected with the myth of Pandora in
Hesiod’s Works and Days.
5) LEGEND
Legend stories are a subgenre of folktales. The legend may be a traditional story or a group of stories with a
sound message for the audience. Also, legends are about a person or a place. Earlier, the term Legend was
used for telling a tale about a saint. These are quite similar to folktales in content. They may include
supernatural beings, elements of mythology, or explanations of natural phenomena, but they are linked with
a particular locality or person and are told as a matter of antiquity.
Legend Example: Some well-known of legends are
- The tales of Odysseus from Ancient Greece,
- Beowulf from the Norse lands,
- King Arthur from Old England,
- The famous Robin Hood,
- Ali Baba
- The Bigfoot.
6) FABLE
A fictional work of literature featuring inanimate objects or forces of nature, animals, plants or legendary
creatures having humanlike attributes. Fable is written in prose or verse, to highlight human foolishness and
flaws or mistakes. These have a moral or lesson weaved into the story and often explicitly planned at the
end as a concise maxim or saying.
Fable Example: A splendid example is The Panchatantra, a Sanskrit compilation of beast fables. The Animal
Farm by George Orwell is an excellent novel depicting the situation of Russia post-war through animals in a
satirical form.
7) PARABLE
A parable is a brief, educational story, written in the form of prose or verse, that explains one or more
informative lessons or teachings. It differs from a fable as fables employ animals, plants, inanimate objects,
or forces of nature as key figures, whereas parables have human characters. A parable is a kind of
metaphorical analogy. Parables in literature impart a moral lesson to the readers. It is excellent for teaching
because stories are easier to recall with clarity and interest.
Prose Type Parable Example: “The Boy Who Cried Wolf” warns towards lying because of its impending
consequences.
8) NOVEL
A novel is a long literary fictional work, usually written in the form of prose. A novel is a book telling a single
tale penned creatively with human experience and exposure. The novel has several chapters, each chapter
is connected or linked to each other through a sequence of events and has a specific setting and tone. We
PANGASINAN STATE UNIVERSITY 3
Study Guide in Teaching and Assessment of Literature Studies FM-AA-CIA-15 Rev. 0 10-July-2020
Module 4 – Teaching Prose and Dramatic Prose
have a large number of genres of novels available which has encompassed various styles and types, some
of them are picaresque, comedy, drama, romance, gothic, epistolary and many more.
Prose Type Novel Example: The Harry Potter series by J.K. Rowling.
9) SHORT STORY
As the name suggests, a short story is a fictional prose narrative which is shorter than a novel. A short story
has only one or few events and passages, has few characters and few to no chapters. The form encourages
conservation of setting, concise narrative, and the omission of a complex plot; character is disclosed in action
and dramatic encounter but is seldom fully developed.
Prose Type Short Story Example: “A Christmas Carol” by Charles Dickens and “The Lottery” by Shirley
Jackson.
10) ESSAY
A piece of writing that lets the author present his/her ideas and feelings or argument. An essay doesn’t
necessarily have to be formal or have a system to follow, it usually deals with its topic in a more personal
manner, putting out their point of view.
Comprehending PROSE
Why is comprehension needed?
To check the ability of students to understand the passage and process the information provided in
the passage.
How are skills tested?
A few questions are asked at the end of the passage to evaluate how well you have understood the
passage and how efficiently you have passed the information provided in the passage.
Comprehension test by the teacher:
The teacher asks some questions from the present passage to test the comprehension of students the
meaning of the passage. Generally known as comprehension test questions, these questions should not be
made from outside, they should be based on very passage taught by the teacher. The question should be
direct, and objective based. The main purpose of asking comprehension questions is to obtain a general
understanding of the passage quickly. The following type of comprehension questions may be asked-:
a) Question asking meaning.
b) Question on the main portion of the passage.
c) Question asking the gist of the passage.
d) Question asking the students to describe the passage in their own words.
e) Question asking figure of speech, phrases, and idioms of the passage.
Strategies in Teaching PROSE
SILENT READING
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.
This reading is done by students. The purpose of it is.
PANGASINAN STATE UNIVERSITY 4
Study Guide in Teaching and Assessment of Literature Studies FM-AA-CIA-15 Rev. 0 10-July-2020
Module 4 – Teaching Prose and Dramatic Prose
a) To enable students to read silently.
b) To pave the way for extensive reading
c) To bring students back to passage after the exposition and explanation
d) The whole class should be quiet.
e) The postures of the student should be appropriate
PROSE PERFORMANCE
Prose Interpretation
Using short story, parts of a novel, or other published work of prose, students provide an interpretation of
one or more selections with a time limit of seven minutes, including introduction. Typically a single piece of
literature, Prose can be drawn from works of ction or non- ction. Prose corresponds to usual
(ordinary/common) patterns of speech and may combine elements of narration and dialogue. Students may
not use poetry, nor drama (plays), in this category. Students must use a manuscript in Prose, which typically
consists of a small three-ring binder with page protectors. Reading from a book or magazine is prohibited.
Considerations for Selecting Prose Literature:
Students in Prose Interpretation may choose literature on topics that are serious, humorous, mysterious,
thought- provoking -- the key is to choose Prose that works for the individual student. Non- ction publications,
such as essays, articles, and biographies, or works of ction, such as short stories and books, may be sources
for Prose Interpretation. Considerations for an appropriate piece include the student’s personality, maturity,
physical and vocal performance range, and school standards.
Traits of Successful Prose Performers:
When considering what event you should choose, or which direction to point a student when selecting an
event, here are some traits of successful Prose students to keep in mind: Expressive, excellent verbal and
physical control, emotional maturity, enjoys reading and performing, confident, engages an audience.
Basic Understanding:
Prose is often classi ed as the “other” category of interpretation. It’s not poetry. It’s not drama. It’s not
storytelling. So what is prose? Prose combines multiple elements of oral interpretation of literature. Prose
corresponds to usual patterns of speech -- that which you would nd most every day in a particular space and
time (in contrast to poetic form and language).Prose typically has a narrative with its related rises and falls,
much like Storytelling. Prose may also feature character development and dialogue, much like Dramatic
Interpretation. Prose may have humorous elements embedded, much like Humorous Interpretation. In short,
while many categories have speci c interpretation focal points, Prose Interpretation is very wide open, and
choices of material may vary from region to region or even tournament to tournament.
DRAMATIC PERFORMANCE
Drama is one of the most important genres of literature. It has become one of the most successful
and effective aspect of teaching literature. Drama is taught not only to please any shot the learners but also
to develop them in the scale of interaction. Interaction therefore is the main aim of teaching drama to
language learners.
Principles of Teaching Drama
General Principle
o Developing the vocabulary in conversation
o Developing the skill of literal interpretation (reading comprehension)
Specific Principle
o Developing the skill of interaction
o Developing the skill of critical reading
o Developing the skill of critical thinking and creative writing
Strategies in Teaching Drama
PANGASINAN STATE UNIVERSITY 5
Study Guide in Teaching and Assessment of Literature Studies FM-AA-CIA-15 Rev. 0 10-July-2020
Module 4 – Teaching Prose and Dramatic Prose
1. Connect personal experiences the events in the drama (good questioning techniques)
2. Visualize the characters as you read stage directions
3. Evaluate characters words and actions and determine what motivates them
4. Notice character changes
5. Compare characters. Make a chart that will show their differences and shared treats
6. Analyze monologue and soliloquy
7. Read the play aloud
8. Identify the setting
9. Evaluate how the setting affects the place mood
10. Identify the minor and major conflicts
Literary Appreciation and Valuing of Prose
LITERARY APPRECIATION DEFINITION
o Ogenlewe (2006) posits that ‘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.
o Donelson and Nilsen (2009) echo this sentiment and add that it is the process by which one ‘gauges
one’s interpretive response as a reader to a literary work’. This means that the reader is able to gain
pleasure and understanding for the literature, understand its value and importance and admire its
complexity.
o Literary appreciation focuses on the adequate grasp of the definitions and applications of traditional
literary devices such as plot, character, metaphor, setting and symbolism which may be encountered
within texts.
o Margaret Early’s Stages of Growth in Literary Appreciation determines that the personal attitudes,
reading and observing skills are all part of literary appreciation. Stages which readers go through are
added unto without dropping the previous stages. Thus, literary appreciation is a lifelong process.
However, occasionally students are ill-equipped to handle transition from childhood literature to
adolescent literature and fail at establishing literary appreciation. This may occur as a result of a
student’s late or early cognitive maturity. As teachers, we must understand that in order to appreciate
literature students must experience pleasure from their reading. Transaction reading journals and
literature circles can be helpful as students can document their progress and reflect on them. They
should be provided with a forum to respond to literature in the classroom, discuss personal
responses, ideas and deductions with other students. This will also allow them to make text to text
connections.
According to Donelson and Nilsen (2009), literary appreciation occurs in seven stages.
Level 1: Pleasure and Profit (literary appreciation is a social experience)
Level 2: Decoding (literacy is developed)
Level 3: Lose yourself (reading becomes a means of escaping)
Level 4: Find yourself (discovering identity)
Level 5: Venture beyond self (‘going beyond me’, assessing the world around them)
Level 6: Variety in reading (reads widely and discusses experiences with peers)
Level 7: Aesthetic purposes (avid reader, appreciates the artistic value of reading)
Great VALUES of Literature
o Entertainment
o Mastering of English Language
o Emotional Relief
o Social Control
o Literature also functions as a means of direct experience
PANGASINAN STATE UNIVERSITY 6
Study Guide in Teaching and Assessment of Literature Studies FM-AA-CIA-15 Rev. 0 10-July-2020
Module 4 – Teaching Prose and Dramatic Prose
o Literature Mirrors Life
o Literature is a reservoir of culture
o Literature Serves As Historical Document/ Social Document
o Finally, Literature is also a means of education and enlightenment
Appreciating literary works is one of the attempts to make those masterpieces to be more valuable.
By doing this, all written materials are not supposed to merely a combination of words which is made to be
read. We can get as many as possible the benefits served including the feeling of joy, interesting information,
life experience and so on. In order to appreciate maximally, we need to know some aspects that are related
to this subject such as literature, literary appreciation, the way to appreciate literary works, and the
advantages of literary works.
In literature, the basic purpose of prose in writing is to convey an idea, deliver information, or tell a
story. It 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 playoff.
Lesson Design in Teaching Prose
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
Materials and Resources in Teaching Prose
a) Printed Textbooks
b) Lesson Plan
c) Curriculum Guide
d) Videos
e) PowerPoint Presentation
f) Graphic Organizer
g) Teaching Aids
Assessment in Teaching Prose
1. Text Search
Focuses on the text search skills of the students while not getting distracted by inhibitor. This may allow
the student to comprehend the text they’re reading and complete the puzzle the author intend them to
PANGASINAN STATE UNIVERSITY 7
Study Guide in Teaching and Assessment of Literature Studies FM-AA-CIA-15 Rev. 0 10-July-2020
Module 4 – Teaching Prose and Dramatic Prose
solve.
Example: Teacher provides a literary piece which where the students should apply the text search in
order to answer the question. This is one of the ways on how to assess the comprehension of the
students. In this matter the teacher will be able to determine if the reading comprehension or the way of
teaching prose is effective enough to make the student understand what the prose is all about.
2. Comparing and Contrasting
Prose and poetry are two terms that is always coined together. It is the practical and easy way of
introducing Higher Order Thinking Skills (HOTS). It also improves comprehension of the students as it
highlights the important details and making meaning among the abstract ideas. In order to successfully
compare and contrast the two concept, comparing and contrasting is accompanied by a table that is
needed to be filled up in order to guide the students in what should they compare and contrast.
3. Journaling
It serves several purposes, reflecting, critical thinking and connecting. It is another method of evaluating
the students that requires them to self-assess on what are their improvements from where they started.
It can also be an opportunity to encourage the students to think critically and improve their poetic and
writing techniques.
It may be a tool to make the students assess their improvement and the teacher as the assessor can
depict the students the retention and motivation in writing. Some examples of journaling are reflecting
journaling, double entry journal, and reader response journal.
LEARNING ACTIVITY 1
Name: ___________________________________________ Student No. _______________________
(Surname, Given Name, MI)
Note: Upon submitting your activity, follow this name format: SG4_Learning Activity 1
Instructions: Discuss some ideas by providing necessary information needed. Be guide by the rubric below.
5 points will be given for each item.
1. Among the 10 different prose types in creative writing, which one do you consider the least type to be
used by teachers in language teaching? Explain.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Choose a novel or short story and identify one character that you like the most. What moral or lesson you
have learned from this character and how you embody it?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Choose one literary piece in prose and discuss how will you utilize it in language teaching.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
PANGASINAN STATE UNIVERSITY 8
Study Guide in Teaching and Assessment of Literature Studies FM-AA-CIA-15 Rev. 0 10-July-2020
Module 4 – Teaching Prose and Dramatic Prose
4. Explain the effectiveness of using NEWSPAPER in language teaching.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
REFERENCES
Prose Type: What are 10 Different Prose Types in Creative Writing? Retrieved at
[Link]
[Link]
[Link]
Prose Interpretation. Retrieved at [Link]
PANGASINAN STATE UNIVERSITY 9