JAMES

Good afternoon, everyone! I’m James together with Ms. Kim and Ms. Cubacub. To
begin, poetry and dramatic poetry provide glimpses into English literature. The study of
language, structures, and vocabulary is intensive in the teaching of prose. It improves students'
language skills, as poetry is a part of the language that is used for pleasure and enjoyment.
Poetry is a "thing of beauty" in terms of thought, form, mood, and feelings, and a "forever joy."
Teaching poetry helps students develop their entire personalities, particularly their emotional,
imaginative, intellectual, aesthetic, and intuitive sides.

We are here to present the appropriate approaches, methods, strategies, techniques,

and assessments that we came up with in a graphic organizer in teaching and assessing poetry
and dramatic poetry.

Now, let us now proceed to poetry.

POETRY

Approaches

Responsive and Relevant

A pedagogy where teachers display cultural competence: Where teachers need to have skills at
teaching in a cross-cultural or multicultural setting. Davis also calls for the experience of “what
happens during reading” to be the foundation of meaning (Davis 1989). This means that while
students read they think about the purpose for reading which has the basis of their prior
knowledge. In teaching poetry, we must consider the language level of the students so that the
material selected is not too difficult. We, teachers, use this approach to encourage each student
to relate course content to their cultural context. Help them discover and express what the poem
means to them as individuals. Which will help students in language learning to take responses
into account and clarify the relevance of literature to their language learning goals. According to
the teachers and sources that we have read “There is also evidence that not including students’
personal backgrounds with the study of literature has a negative effect on language learning.“

Therefore, the subject matter becomes more relevant—and this relevance, in turn, assists the
learning process. When students relate their own experiences and beliefs to make sense of a
poem and its language, there is often less direct focus on the linguistic forms. This is because
students construct an overall meaning through a transactional process largely based on their
own backgrounds, memories, and ideas.

Constructivism
This approach is connected to the responsive and relevant approach, which says students
construct knowledge rather than just passively taking in information. We believe that learners do
not acquire knowledge and understanding by a passive process of information, rather learners
construct new understandings and knowledge through experience and social, cultural
environment, the process of integrating new information with what they already know (prior
knowledge). “Learners are the makers of meaning and knowledge.” In connection to poetry,
the constructivist approach is the missing puzzle to tap into the student’s gaining authentic
experience and making meaning of poems. Utilizing this approach will help students may learn
to enjoy writing their own poems, reading poetry written by notable poets, and critically
analyzing their world as they reflect on their learning. Moreover, the belief in the student’s
capabilities, personal experience, and social learning would lead learners to the real “perfect
spiritual freedom” of poetry in the real world. As language teachers, we are here to help them to
be the guide to achieve the target learning and skills that learners need. Hence, this approach
will be effective since we English teachers always consider the students' prior knowledge for us
to make sure that our strategies and teaching will be effective.

Method

Discussion

In line with the two approaches we mentioned, we have the discussion for method, this method
uses open-ended questions in the process of learning that require a participant to answer in
their own words. Just like what we have said from our two approaches, the learner combines
previous knowledge and experiences to assist new knowledge and experiences. Now, it is the
time to collaborate, exchange ideas among a teacher and students or among students for the
purpose of enhancing students' thinking, learning, problem-solving, understanding, or literary
appreciation. In this method, learners respond to the ideas of others and reflect on what they
know and their ideas to build their understanding, knowledge, and interpretation in terms of
poetry.

James - Strategy

Think - Pair - Share

In connection with the discussion method, we have the strategy of Think Pair Share. A
collaborative learning strategy where students work together. Which requires students to solve
problems or answer questions about the assigned readings of poems/poetry.

Learners will be asked to:

(1) think individually about a topic or answer a question.
(2) share ideas with classmates.
In this strategy, students will be asked to answer a question that is provided by a teacher based
on the learner's reading. It can be in pairs, small groups and can share ideas with the class.

This strategy gives learners the opportunity to feel more comfortable sharing their thoughts. In
connection to poetry that has many different meanings. By being paired with someone, you can
see different perspectives. In addition to fostering social skills, this strategy also improves
students' speaking and listening skills. When pairs brainstorm together, each student learns
from their partner as they emerge their prior knowledge into a new knowledge experience.

James - Technique

Recitation Technique

After the Think - Pair - Share strategy, class recitation will be facilitated by the teacher, and
students will be asked to share all the answers and solutions that they have come up with, as a
pair or a group.

This technique will let students explain their works, then teachers will ask follow-up questions for
recitation techniques and to promote retention of the lesson. Teachers will facilitate the learning
process. Therefore, this technique promotes self-learning and helps students develop critical
thinking skills and retain knowledge that leads to self-actualization.

Assessment

Performance-Based Assessment

Generalization or Reflection

This will happen before the class will end. We can ask our students about their
realization/reflection after the discussion.

Questions to be answered in class:

How can they relate the poem/poetry to the current issue in our society?
What is the relation of the theme from the title?
How can they relate the poem/poetry to their own life and experiences?

Project-Based Assessment

Letter Writing

Follow-up activities are an effective way for students to respond to poetry. For example,
students can write a letter to a character in the poem, giving that character advice or offering
sympathy, or write a diary entry while imagining that they are the character in the poem. By
writing to a character, or as a character, students must place themselves in the situation of the
poem.

James - Conclusion:

On top of all that, we ensure that the approach until the assessment we used are intertwined
with each other. As they assess and help students activate their prior knowledge of poetry, they
can develop new knowledge and experience based on what they have learned through
discussion, collaboration, recitation, and reflection. Hence, we can assure the students draw
from their experience to the relevance of the poem. Keep a larger context, where they don't just
break down the poetry into small pieces but keep the 'whole' in mind.

Now, let’s move on to the dramatic poetry.

DRAMATIC POETRY: (PAM)

Approach:

Communicative Language Teaching Approach

It is designed to engage learners in the pragmatic, authentic, functional use of language for
meaningful purposes. Classrooms should provide opportunities for rehearsal of real-life
situations and provide an opportunity for real communication. Emphasis on creative role-plays,
simulations, dramas, games, projects, etc., are the major activities that can help the learner
provide spontaneity and improvisation, not just repetition and drills.

The goal of Communicative Language Teaching (CLT) is for learners to acquire communicative
competence in the target language, while on the other hand, dramatic poetry is just one of the
examples of communication. There are people who cannot communicate grammatically but are
good at poetry. As dramatic poetry is defined as one thought spoken out loud, they express
better when they communicate in their own ways. At the same time, since it is a dramatic poetry
interaction, collaboration, and communication are needed among learners. After all, dramatic
poetry is a communicative language by nature. Therefore, students’ motivation to learn comes
from their desire to communicate in meaningful ways about meaningful topics.

Method:

Discussion

This method enables the teacher to provide a discussion to students with the background to the
dramatic poetry and introduces difficult or unusual vocabulary. The teacher then reads the poem
aloud to the students. After the poem is read aloud, the class discusses it together. Students
then listen again as the teacher re-reads the poem. In the next step, the students read the poem
chorally and then take turns reading it aloud individually.

The students then prepare to dramatize the poem by selecting character roles and discussing
scenery, props, lighting, and costumes. Students rehearse the dramatization of the poem and
then do an improvisation based on the poem. After experimenting with character interactions
and dialogues, the class discusses improvisation.

James - Strategy:

Role-Play and Simulation

In line with the discussion method, integration of role-playing and simulation in the learning of
the English Language is significant. In real life, there are four driving forces; usefulness,
purpose, wanting, and emotion (Namach, 1990). Learners enjoy learning English lessons when
these expressive powers are mixed with role-playing which promotes the acquisition of
language skills such as listening, speaking, reading, and writing.

Additionally, Cawthon and Dawson (2009) pointed out that dramatic methods are valuable. They
give some resemblance of reality to the language learned in class and reveal the meaning of
sentences to the learner’s mind. An example of this strategy is introducing a role-play
simulation in the classroom, where the teacher can discuss the characters, plot, and style of
the play. This provides purposeful oral practice. Learners‟ can act the skit and later present it to
the class, thus helping them improve in language learning (Cawthon & Dawson 2009; Maley &
Duff, 1982).

An example of dramatic poetry is a dramatic monologue, which refers to a poem written as a

speech by a character at some decisive moment, which can be used in role-playing and
simulating in English class. The dramatic poetry appeals to the audience or learners' emotions
and imagination through the creative arrangement of words for their sounds and meanings. The
rhythm of poetry enables the learner to call words and vocabulary. Additionally, the learner
learns literary elements including figurative language and repetition which enhance feelings and
suggest meaning (Fleming 2006; Baldwin 2004).

James - Technique:

Dramatization

In relation to role-playing and simulating, in this technique, students are able to develop a sense
of awareness of self in the mainstream culture through the dramatic interpretations of the
poems. Dramatization also allows students the opportunity to interpret and practice using body
language as a means of non-verbal communication. Moreover, this does not diminish the
importance of the teacher in the instructional process. It is the responsibility of the teacher to
guide the language learning process by:
 ● modeling pronunciation, intonation, stress, rhythm, and oral expression;
● facilitating comprehension of vocabulary, idioms, cultural aspects, and plot;
● stimulating interest and conversation, and interacting with the students;
● establishing an acting workshop atmosphere;
● creating a student-participatory language learning experience.

Assessment (Performance Based Assessments):

1. Dramatic Monologue

is one of the most important assessments in utilizing dramatic poetry in English class. This
assessment involves much more than simply reciting lines in front of the class. Most drama
teachers expect a student to research the play, develop a unique character, and perform with
confidence and control.

Choosing the Right Monologue

Research the Play

Once you have selected a monologue, read the lines out loud. Make certain you are comfortable
with the language, pronunciation, and definition of each word. Become familiar with the complete
play. This can be accomplished by simply reading or watching the play. You can further enhance
your understanding by reading a critical analysis and/or a review of the play.

Also, learn about the life of the playwright and the historical era in which the play was written.
Learning the context of the play will give you insight into your character.

Create a Unique Character

Once you have selected a monologue, read the lines out loud. Make certain you are
comfortable with the language, pronunciation, and definition of each word. Become familiar with
the complete play. This can be accomplished by simply reading or watching the play. You can
further enhance your understanding by reading a critical analysis and/or a review of the play.

Also, learn about the life of the playwright and the historical era in which the play was written.
Learning the context of the play will give you insight into your character.

● What is your character’s background?

● How does your character change throughout the play?
● What is your character’s biggest disappointment?
● Happiest moment?
● Deepest fear?
Perform with Confidence

Studying the literature and developing the character is only half the battle. You must be
prepared to perform in front of your instructor and the rest of the class. Aside from the old adage
of “practice, practice, practice,” here are some useful tips to consider:

2. Literature Circle Task

Step 1. In groups of three, analyze your assigned dramatic monologue. Refer to your notes that
were taken in the first poetry introductory class for specific terms, if needed. Specifically, note
the following aspects:

• How the poem is constructed-rhyme, meter, stanza…

• Use of figurative language- figures of speech, such as simile, hyperbole, metaphor,

symbolism, and personification to form imagery, note parts of speech of significant words.

• List any poetic devices or fictional conventions

• Identify the speaker. Is it someone specific? Historical? Anonymous? Name?

Step 2. Select a stenographer and a presenter to report the group’s work to the class.

Step 3. Identify the main social, personal, or political issue or problem that the speaker is
relaying in the poem. What is the tone of the speaker’s voice? What is the poet trying to express
through the speaker? What conclusion(s) can you as readers make after reading the poem?

Step 4. Each group will report its findings to the rest of the class. The class will complete two
lists based on the groups’ work. One list will contain similarities found in the poems and the
other list will contain important differences. While dramatic monologues do have many elements
in common, each poet incorporates a different style into their work.

James - Conclusion:

On top of all that, from approach until the assessment we used are intertwined with each other.
It is evident that collaboration, social skills, and communication (verbal or non-verbal) are vital in
dramatic poetry in order to assure that students will be able to get out of their comfort zone and
be creative as they can be. Not just that, but also to connect with their audience and tell a story
with their work or performance.
REFERENCES

Poetry

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Kellem, H. (2009). The Formeaning Response Approach: Poetry in the EFL Classroom. In
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Dramatic Poetry

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Bradford, W. (2019), Performing a Monologue for Drama Class.

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Firkins, A. (2006, Dec). Dramatizing poetry in the second language classroom Volume 5,
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https://slideplayer.com/slide/7756603/?fbclid=IwAR0zqa2g9-
9JJo36sMnfJI5tl3Kwqrn428w8mG1oBZX62dJQAPFM4pVN0WA