Republic of the Philippines

Don Honorio Ventura State University

PORAC CAMPUS
---------------------------------------------------------------------------------------------------------------

Bachelor of Secondary Education major in English

Topic: Review on the Genre of Prose

Prose is a form of language that is written or spoken without rhyme or rhythm in the sentence or in the
paragraph. Prose use everyday flow of speech and grammatical structure rather than the traditional
verse in poetry.

Genre of Prose

1. Nonfictional Prose is a work that mainly base on facts or real events.

2. Fictional Prose is a work that mainly base on the figment of imagination of the author
3. Heroic Prose is a work that base on tradition that are written down or been recited for generation.
4. Prose Poetry is a work base on poetic quality but without the rigid structure of poetry.

Basic Element of Prose In literature

1. Theme
2. Setting
3. Plot
4. Point of View
5. Character
6. Atmosphere

Teaching Prose and Dramatic Prose

Comprehending Prose
It is characteristics that determine how successfully an individual will comprehend text, including
prior knowledge about the subject, well-developed language, and the ability to make inferences from
methodical questioning & monitoring comprehension. Teaching prose is very important for a teacher of
English to update herself/himself of the latest developments, changes and trends in language teaching
and also adapt teaching methods to suit and fulfill the learners’ needs.

Topic: Strategies in Teaching Prose

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 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.

Prose Teaching Strategies

Effective prose teaching strategies may call for breaking a longer piece of prose up into smaller sections.
This separation of text allows for multiple close readings to ensure students involve their own thinking in
the text as they read.

Prose Small Group Discussions

Methods of teaching prose can also include facilitating class discussions where students share their own
unique thoughts about the reading. To ensure that all students participate, breaking the class into small
groups helps in discussing challenging questions.

Create Found Poems From Prose

Prose teaching strategies can also include creating "found poems". Teachers encourage creative thinking
while also targeting comprehension skills by having students create "found poems" based on prose they
have already read.

The Five-S Prose Strategy

Teach students to analyze prose passages by introducing the Five-S strategy. After giving students a prose
passage, offer them a graphic organizer with the headings “speaker,” “situation,” “sentences,” “shifts”
and “syntax.”

Topic: Silent Reading

Silent reading is a reading skill which allows one to read without voicing the words. This may involve
subvocalization or silent speech, is defined as the internal speech made when reading a word, thus
allowing the reader to imagine the sound of the word as it is read. Reading education materials is one of
the important early aspects in the process of learning and being educated. We do reading usually in two
ways such as oral or loud reading and silent reading. Knowing the difference between oral and silent
reading is vital to an individual’s educational lifetime.

Oral reading provides the thought from the printed page, while silent readers absorb the thought from
the text. Oral reading actually follows an instant recognition of a thought, while silent readers
immediately get the thought. Oral reading is a complex process which involves mental interpretations
based on eye sweeps of the text accompanied by vocalization. But silent readers simply interpret the
materials through a series of eye sweeps without delay resulting from vocalization. With oral readers,
the pronunciation of the words is most important, with silent readers, the meanings of the words are
most important.

What is prose?
It is a literary piece which written in the pattern in the pattern of ordinary spoken language and within
the common flow of conversation.
It is derived from the latin word prosa which means ‘Straihtforward’.

Prose Performance
It is combination of music and spoken word can be as powerful thing.
The ability of the music to add weight to words, to add texture and ambience and scope, allows the
recital to become something bigger than just speech, and falls into the category of performance.

Dramatic Prose
Prose refers to written or spoken language that is not in poetic form, whether in rhythm, rhyme, or
structure. In most cases, dramatic works are written down so that the performers can memorize and
rehearse the lines before performing them live. The written form of a drama takes the structure of a
script.

Topic: Literary appreciation and Valuing of prose

Literary appreciation is reading, understanding and making a critical judgment of the theme, style, use
of figurative and non-figurative language as well as other elements of a literary work. We are all critics in
one way or the other. Even when we say we cannot really evaluate a literary text, we are making a
judgment. Therefore, any attempt to discuss and judge works of literature with an inclination to giving
opinions about it is literary appreciation. Without any attempt at appreciating a literary text, it is difficult
to justify that one has actually read it.The term literature is used in a wide sense to refer to written works
and printed materials that give information.

Topic: Lesson design in teaching Prose.

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 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 reading strategies are judgement,reasoning, interpretation and appreciation. Intensive
reading is more an exercise in accuracy. Students do not read a text only for a specific purpose of
information, paying attention to the writer's intensions, arguments, ideas,style etc. An intensive reading
must be based on the structural syllabus.

The main aim of teaching prose is to develop the language ability of the students. It is the intensive study
of language. The language ability helps the learners to use english language without any problem.

GENERAL AIMS OF TEACHING PROSE:

● To enable the students

● To understand the passage and grasp its meaning.
● To read with correct pronunciation, stress, intonation, pause and articulation of voice.
● To enable students to understand the passage by silent reading.
● To enrich their active and passive vocabulary.
● To express the ideas of the passage orally and in writing.
● To enjoy reading and writing.
● To develop their imagination.
● To prepare the students for world citizenship.

Topic: Materials and Resources in Teaching Prose

Reading/Discussions:
"Teaching materials" is a standard period used to describe the resources teachers use to deliver
instruction. Teaching substances can aid pupil learning and increase students' success. Ideally, the
teaching substances will be tailor-made to the content material in which they're being used, to the
college students in whose classification they are being used, and the teacher. Teaching materials come in
many shapes and sizes, but they all have in common the capacity to help pupil learning.

Student Learning Support

Learning substances are important due to the fact they can considerably make bigger students succeed
through helping student learning. For example, a worksheet may also provide a student with vital
possibilities to practice a new talent won in class.

Lesson Structure
Learning materials can also add essential structure to lesson planning and the shipping of instruction.
Particularly in decreasing grades, studying materials act as a guide for both the instructor and student.

Acquiring Teaching Materials

Getting your hands on valuable instructing substances is now not almost as hard as it can seem at first.
The Internet has many sources for teachers, most of them free, that can extensively expand the contents
of your teaching. You can also make your very own materials.

Traditional Resources
Traditional resources consist of any textbooks and workbooks used in the classroom.

Digital Materials
Digital substances have inherent flexibility. They can be modified in a host of ways, depending on the
wishes of the student.

Visual Materials
Visual aids are the devices that help the teacher to clarify, establish, and correlate and co-ordinate
precise conceptions, understandings and appreciations and support to make learning more actual,
active, motivating, encouraging, significant and glowing.

TOPIC: ASSESSMENT IN TEACHING PROSE

Assessment refers to the wide range of techniques or equipment that educators use to evaluate,
measure, and document the educational readiness, mastering progress, skill acquisition, or academic
wishes of students. Assessments are used for a wide variety of purposes in schools and education
systems. The assessment also acquires applicable data about students’ overall performance or progress,
or to determine students' hobbies to make judgments about their gaining knowledge of the process.
Using the method of questioning and classroom discussions for an assessment of student studying offers
the teacher a possibility to increase their students’ understanding and enhance appreciation at the same
time. Through assessing the students in teaching prose you’ll know if the students gain knowledge and
understand the topic, you can also give them assignments or activities to know if there is improvement
through assessment.

Variations of classroom assessment techniques. Below are some of the more commonly known
techniques:

3-2-1 Format
The 3-2-1 format is a quick reflective activity similar to think-pair-share. It encourages students to reflect
on course experience and organize their thoughts and identify areas of confusion or concern.

One Minute Paper

One minute paper is a popular introductory active learning strategy that requires minimal preparation on
the part of the instructor. During a one-minute paper exercise, students are given one minute to write a
response to a prompt or question posed by the instructor. Minute papers can segue into a discussion or
simply be collected for review by the instructor.

Think-Pair-Share
Think-pair-share can be a great technique for facilitating discussion. It is a quick and simple technique to
adopt. Faculty present a question or challenge, students reflect quietly and then partner with someone
to discuss. A think-pair-share session could be 5 to 15 minutes.

Quiz Show
Quiz Show uses quiz game show format (e.g. Jeopardy or Who Wants to Be a Millionaire) to rapidly move
through a series of questions with students. This strategy is popular for introducing game mechanics
(points, competition) into a classroom activity.

Republic of the Philippines

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITTY
College of Education
A Detailed Lesson Plan in Literature

I. Objectives
At the end of the lesson, the student will be able to:

Identify the elements of short story.

Explain the moral lesson of the story.
Write a quotation about the story.

II. Subject Matter

Topic: The Necklace by Guy De Mauppasant
Reference/s: https://americanliterature.com/author/guy-de-maupassant/short-
story/the-necklace

Materials
● Laptop/Cellphone

III. Procedure
Teacher’s Activity Student’s Activity
A. Preliminaries

"Good Morning, Ma’am!"

“Good Morning, Class!”
 (One student turn on his/her microphone
and started to pray.)
"Okay, stand up and let us pray. Who
wants to volunteer and lead the prayer?
Just turn on your microphone.
"We are all present Ma'am."

"Class Monitor? Who are the absentees

for today?"
"Thank you, Ma'am!"

" Good to hear that, Class!"

"Yes, Ma'am!"

B. Motivation

"Yes, Ma'am!"
" Are you ready for our today's activity
game?"
"Okay, Ma'am!"

" I'm sure you are familiar in 4 pics one

word?"
The 5 student volunteer here's are the
words: (1). Paris, France (2). Mansion
(3). Rich (4). Madame (5). Necklace

"Okay class, I'll be showing 5 pictures and

guess it. If you want to answer just turn on
your microphone."

Paris, France

"Yes, Ma'am! We enjoyed it."

Mansion

(The students read and understand the

story.)
 Rich (One student turn on his/her
microphone.)

" The Necklace. It is so amazing,

Ma'am!"

"Yes, Ma'am!"
Madame

Necklace

"Did you enjoy the activity, class?"

"It looks that you really enjoy the activity.

Let us read and understand the poem and
those words that we used in the game are
related in the story."

"So what's the title of the short story that

you read? What can you say about the
story? Just open your microphone if you
want to answer."

"The Necklace," written by Guy de

Maupassant, provides more than one
lesson for not only the story's characters
but for the reader as well. The story can
be divided into two parts: before the
loss of the necklace and after the loss.
"Indeed! Are you ready for our discussion Each part directs the reader to look
for today?" closely at the protagonist Mathilde
Loisel's character to find the many
mistakes that she makes as she moves
through her story.
C. Lesson Proper
"For today's objectives is to identify the
elements of short story, to explain the
moral lesson of the story amd to write a ( The 5 student will explain to the
quotation about the story." class.)

"I'll be discussing the elements of a short

story. " (1). Paris, France - the place where it
happened the whole story.

1. Setting-Narratives have a time and place

where the action is set. (2). Mansion - the house of the madame
in the story.
2. Characters-Narratives have characters.
A narrative has to have a protagonist,
(3). Madame - one of the character of
which is the main character in the story,
the story.
and one or more antagonists, characters
who are in conflict with the protagonist.
(4). rich - one of the character of the
3. Point of view refers to who is telling or story is rich.
narrating a story. A story can be told from
the first person, second person or third (5). Necklace - the story is about, the the
person point of view (POV). flow of the story will is about the
necklace.
4. Theme-Narratives have a theme, or
main idea/underlying meaning. Theme
should be stated in a complete sentence.
5. Plot- is "what happens" in the story. The "Thank you, ma'am!"
action of every story can be mapped out
using a plot diagram.

"Since we already read the short story,

what is it all about? Again just turn on (A student turn on his/her microphone.)
your microphone if you want to answer."
" For me the value of finding happiness
with what a person has. Mathilde had
"Yes, Chelsea. What it is all about?" everything but thought she had nothing.
Furthermore, a more important lesson is
that honesty is the best policy. The
necklace had value, but it was not worth
the cost of the couple's youth."

"The title of the story is significant

because the entire story is based on the
fact that the main character, Madame
Loisel, aspires to a higher station in life
and borrows a diamond necklace from
her friend, which she loses. She and her
"That's right, Class! So i need 5 husband buy another necklace to replace
volunteers to explain the relationship of the lost one and spend the rest of the
the 5 words that we used in the activity to next ten years in financial ruin paying
the story. (1) Paris, France, (2) Mansion for a necklace that she eventually learns
(3) Madame (4) rich and (5) Necklace." was only a convincing copy.

"Okay let's start class!"

"Setting - The Loisel’s apartment in the
Rue des Martyrs, in Paris, France. • The
"That's true! Okay next!" apartment is shabby (worn out) and dull.
“She grieved over the shabbiness of her
apartment, the dinginess of the walls,
the worn-out appearance of the chairs,
the ugliness of the draperies.”
" Yes, that's true! Okay, next!" Mme. Forestier’s house – “a large
closet (=wardrobe) with mirrored
doors”
The Ministerial Mansion where the ball
"Awesome! That's right! Okay next!" is held. Setting of time: Begins in
January Time span: 10 years."

"Plot - Mathilde Loisel, a young woman

married to aclerk, longs for the luxuries
"Amazing! Okay next!" of aristocratic life. She isnot satisfied
with her conditions and feels that
shedeserves greater things because of
her beauty andcharm. One day,
Monsieur Loisel brings her aninvitation
" Yes, that's right!"
to a party given by the minister
ofeducation, but Mathilde is not happy
because shedoes not have an appropriate
"Amazing! Indeed! Your answers are all
dress to wear. Herhusband agrees to
correct class. "
give her 400 franks to buy a
dress.Mathilde, however, is still
unhappy because she doesnot have any
"Thank you class. You may now turn off
jewelry. Her husband advises her
your microphone."
toborrow a piece of jewelry from her
rich friend MmeForestier. Matilde
borrows a diamond necklace.After a
delightful party, she loses the necklace.
1. Application The Loisels have to replace the
necklace, so theybuy another one that
"After you read and understand the story. costs them thirty-six thousandfrancs and
What did you realize about life? Why? Just return it to the friend. They have then
turn on your microphone if you want to tospend ten years in poverty, trying to
answer. " pay back themoney they have borrowed.
They dismiss the maid,move to a cheap
apartment, and take extra jobs torepay
the debt. Hardships make Mathilde
strongerand tougher. After ten years of
difficult life, the debt is finallypaid.
When Mathilde sees her friend, who is
stillyoung and pretty, she tells her how
their life hasbecome very miserable
since she took the necklacefrom her.
Mme Forestier is very astonished
andreveals to Mme Loisel that the
original necklace wasactually fake."

"Character - Mathilde Loisel Mathilde.

Loisel pretty, charming A complex and
dynamic character 10 years later: Hard-
2. Generalization working --doing heavy housework,
"Why do you think the title of the story is changed perception Dressed like a
The Necklace?" peasant Aged quickly, heavy, rough,
harsh, hair untended, skirt askew
 Unhappy, unable to accept her life
condition;
Daydreamed Married to a minor clerk,
M. Loisel; Middle class Selfish,
Spoiled, never does the housework
M. Loisel Loisel A clerk for Ministry of
Education ; Middle class Kind,
generous, loyal, hard-working,
unselfish, patient, loving; wants to
please his wife Static Married to
Mathilde."

"Theme - The Necklace" are greed,

deceptive appearances, and beauty and
IV. Evaluation vanity.
1. Oral Greed: Mathilde Loisel's overwhelming
desire to live a life of luxury blinds her
" Class identify the elements of the short to the comforts she already possesses
story, the setting, Plot, Character s, Theme and ultimately leads to her losing what
and Point of View . So i need 5 volunteers wealth and status she initially has.
to answer the question." Deceptive appearances: Mathilde is
preoccupied with the appearance of
wealth and spends years working to
replace a necklace that is eventually
revealed to have been a fake.
Beauty and vanity: While Mathilde's
beauty allows her a fleeting moment of
social success at the ball, she has lost
both beauty and vanity by the end of the
story."

" Point of View - This story is written in

third person limited point of view.
Knowing the POV is important because
it affects the story significantly.
Different POVs give off different
impressions and affect the amount of
information you have about the story
and events within it."

"The moral lesson of the story is that

we should be what we are. False pride is
the cause of our sufferings. The loss of a
false necklace by Mrs Loisel was not a
big loss. Things could have been settled
right if she had confessed the loss of the
necklace to the owner, Madame
Forestier. This small lapse or mistake of
Mrs Loisel makes her whole life
miserable and dark. And the irony was
that the cause of all these sufferings was
a false necklace."
2. Written
"Class, I will be uploading an activity in
the groupchat. But i will give now the
question, explain the moral lesson of the
story."

V. Agreement
" Class for your assignment, write a
quotation about the story.
PHASE 3

How can you incorporate higher order thinking skills in your learning plan in teaching prose?

I consider my student first, if they can understand all of them the question that i put in the lesson
plan. Because not everyone have the same I.Q, I still look for the good and needs of the students
to learn but in a short and easy way. An easy question but they need to think well to the answer.
It is like they need to evaluate and creative to their answers.