Name: CHRISTINE P.

AVANCE

Section: LTE 1-B

Date submitted:

Occupation: Private School Elementary Teacher

If teaching, where is the school and what grades are you teaching: I am teaching Grade 3 students at ACE
Learning School Incorporated at Janiuay, Iloilo.

UNIT 3: The Teaching of Poetry and Nonfiction

UNIT 3A - Poetry

LEARNING OUTCOMES
At the end of the unit, you must have:

a. improved your understanding of poetry and non-fiction and their

subgenres as a vehicle for teaching literature at any year level by
answering exercises and making teacher-made activities
b. created your own poetry and non-fiction teacher-made activities
considering the skills, socio-economic status, and culture of your students

ACTIVATING PRIOR KNOWLEDGE

 How do you differentiate poetry from non-fiction?

Answer: As what I have remembered when we say poetry it is a literary
piece created in an imaginative manner to stimulate emotions and ideas in
the reader. It also has rhymes and form in stanzas. On the other hand, non-
fiction is a literary piece written based on peoples/authors’ own personal
experiences. It is also written based on real world facts and events.

 What works of poetry and nonfiction do you know, and what made you want
to read about them?
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 ACQUIRING NEW KNOWLEDGE

There are as many definitions of poetry as there are poets.

William Wordsworth defined poetry as "the spontaneous overflow of powerful
feelings." Emily Dickinson said, "If I read a book and it makes my body so cold no
fire ever can warm me, I know that is poetry." Dylan Thomas defined poetry this
way: "Poetry is what makes me laugh or cry or yawn, what makes my toenails
twinkle, what makes me want to do this or that or nothing." (Flanagan, 2019)

APPLYING YOUR KNOWLEDGE

Instruction: Choose only 1 of the following exercises to do

and check the rubric below the list of exercises:

Exercise 1: Personal History

Instruction: Look up your birth year on Wikipedia. There should be a timeline of

events. Make a list of 10 to 12 events that occurred that year. You may need to
read articles or conduct additional research on the events. Choose one or two
events to concentrate on. The events are meant to be a jumping off point, so
write anything you want to regarding them. What do the circumstances reveal
about you? Then, write a short poem about your personal history and who you
are based on these events.

Exercise 2: Writing Into an Image

Instruction: Collect 3-5 postcards or photos from the internet with interesting
images—paintings, other works of art, photographs, etc. Put them into a stack
and pass it around the room, telling each student to take a card. Write any
ideas/associations you think of in response to images. Then, shape this material
into a poem.

Exercise 3: Image Field Trip

Instruction: Identify your favorite place within your locality. If possible, you
should spend some time in this spot, at least ten to fifteen minutes taking in the
sights, sounds, smells, texture of the place and write down your observations. If
possible, you should compose a draft of a poem on location—you must write
something before they leave!

Exercise 4: The News Poem

Instruction: Go to a news website (CNN, CBS, Al Jazeera or any other news
website accessible from your location) and read (or listen to) whatever stories
interest you. When you find one that piques your interest, write your reaction to
it and consider how it relates to your own life. Allow yourself to write in
fragments, paragraphs, or whatever format feels natural to you.

Exercise 5: The Erasure

Instruction: Choose an article from a newspaper or a magazine. To make an
erasure poem, you must use white-out to erase words within each sentence. The
words that are left form the poem.

Here is an example:

Photo: https://www.bpl.org/blogs/post/write-an-erasure-poem-a-mass-poetry-project/

Rubric for the Poetry Exercise:

Theme 20
Use of Convention 10
Form 10
Technique 15
Originality 15
TOTAL 60

ASSESS YOUR LEARNING

Write 2 similar exercises as the ones above that are within the context of the
greater appreciation of your community or country. Prepare it such that high
schoolers can easily write and appreciate their own efforts. DO NOT USE AI.

Rubric for the Teacher-made Poetry Exercise:

Creativity 30
Originality 20
Clarity of Instructions 20

TOTAL 70
 UNIT 3B – Nonfiction

ACTIVATING PRIOR KNOWLEDGE

 What comes to mind when the word nonfiction is mentioned?

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 Who are your favorite nonfiction authors and what do you like most
about their works?
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ACQUIRING NEW KNOWLEDGE

What is Nonfiction?
 writing that is about real events and facts, rather than stories that
have been invented.

 Non-fiction is a literary genre in which the information given is factual.

It is a recount of real-life events. An example of non-fiction is a list of
data or a collection of facts. Examples of non-fiction texts are
textbooks for school, an author’s biography, and a non-fiction historical
novel.

Sub-genres of nonfiction:
Biography is a form of literature, commonly considered nonfictional, the
subject of which is an individual’s life. One of the oldest forms of literary
expression, it seeks to re-create in words the life of a human being—as
understood from the historical or personal perspective of the author—by
drawing upon all available evidence, including that retained in memory as
well as written, oral, and pictorial material.
 An autobiography is a biography of oneself narrated by oneself.
Autobiographical works can take many forms, from the intimate writings
made during life that were not necessarily intended for publication
(including letters, diaries, journals, memoirs, and reminiscences) to a
formal book-length autobiography.
A memoir is a history or record composed of personal observation and
experience. Closely related to, and often confused with, autobiography, a
memoir usually differs chiefly in the degree of emphasis placed on external
events; whereas writers of autobiography are concerned primarily with
themselves as subject matter, writers of memoir are usually persons who
have played roles in, or have been close observers of, historical events and
whose main purpose is to describe or interpret the events.
An essay is an analytic, interpretative, or critical literary composition usually
much shorter and less systematic and formal than a dissertation or thesis and
usually deals with its subject from a limited and often personal point of view.
Journalism is the activity of gathering, assessing, creating, and presenting
news and information. It is also the product of these activities.

Evidence-Based Strategies for Teaching with Nonfiction

Text

Key Ideas and Details

Think Alouds – The teacher verbally models his/her thought processes while reading a selection.
This may
include visualizing, defining unfamiliar words, decoding, and asking questions about the text.
Students are able to witness the thought process of an expert reader and apply the strategy to
their own reading.
Reciprocal Teaching – Students are in groups of 4, and each student plays a different role while
reading the text: 1) Predictor: predicts what the text will be about based on the title/cover, and
predicts what may appear in the next sections of longer text; 2) Clarifier – records unknown words
or hard-to-understand ideas that need to be discussed with the group; 3) Questioner – develops 3
open-ended questions about what has
been read to check the group’s understanding, and 4) Summarizer – states the main ideas or
summarizes the text, or parts of it.
Main Idea Sort – After reading a text, the teacher writes main ideas and details of the text on
separate notecards. Individuals or small groups sort the cards to distinguish the main ideas from the
details. Students
share their reasoning for why they sorted as they did.
Quick Draw – After a section of nonfiction text is read, students create a pictorial summary of
what was read by drawing a quick sketch, including as many details as possible. Students are
allowed to share and describe their drawings to others. (It is helpful for the teacher to model this
strategy several times before having the
students do it.)
Red Card, Green Card – Give each student a small red card and a small green card. After
reading a piece of nonfiction text, ask the class a question about the text, and call on a student to
provide an answer. Note:
Open-ended or higher level questions with more than one possible answer will make this activity
more
beneficial and interesting (i.e. After reading a text about the kinds of pets people have, ask, “Would
it be better to have a dog or a cat as a pet?”) After the student answers the question, ask the other
students to hold up the red card if they disagree and the green card if they agree. Call on students
to share why they agree or
disagree.
What’s the Title? – Before having students read a text (or before reading one aloud), cover the
front cover and the title page, and don’t tell the students the title. When finished with the text,
ask students to suggest titles for the book—What was it mostly about? What were the big ideas?
Compare the students’ titles with
the author’s title.
Snowball Toss – After reading a text with several main ideas, explore and make a list of all the
main ideas with the students. Write each main idea on a separate sheet of paper. Put students in
groups of 3 or 4 (so there are an equal number of groups and main ideas). Crumple up the main
ideas papers into “snowballs”.
Toss the “snowballs” around the room so each group gets one. Have the groups open up the
papers and read the main idea. Each group then needs to find and write on the paper one
supporting detail from the text.
Then crumple the papers and repeat until each group has a chance to respond to each main idea at
least once.
QAR (Question-Answer Relationship) – An explanation of this strategy can be found at:
http://www.readingrockets.org/strategies/question_answer_relationship/
Timeline - Have students create timelines of events contained in sequential text. Or, provide the
events on slips of paper, and have the students put them in order.
Exit Slips – After reading a piece of text, ask the students to respond independently in writing to two
or three important questions you pose to them about the text. Collect and read responses, and adjust
the next day’s instruction based on the understandings evident (or not evident) within the responses.
1-2-3-4 – After reading the text, have students write a 4-paragraph reflection of the text using the
following format: 1 paragraph – Big Idea, 2 paragraph – Important details, 3 paragraph – Personal
st nd rd

connections to the text, and 4 paragraph – Any questions you still have. Have students share their
th

writings with partners, a

small group, or the whole class.
Craft and Structure
Structure Search – On separate notecards, the teacher writes the names of several different text
structures the students will encounter in the nonfiction text they are reading (i.e. heading, title,
index, glossary, chart, map inset, etc.). Notecards are handed out, one to each student. While
reading, the student locates somewhere in the text the text structure on his/her notecard. Then, on
the back of the notecard, the student
writes the ways this particular structure helped him/her to understand the text.
Author/Illustrator Studies – Throughout the year, focus on various authors or illustrators. Share
books by a chosen author/illustrator and help students identify the style or unique features of the
authors/illustrators.
Help children compare the styles of different authors/illustrators you study. A pdf of an author
study toolkit can be found here: http://www.readingrockets.org/content/pdfs/authortoolkit_rr.pdf
Venn Diagram - On one side of the Venn Diagram, write “author” and on the other write
“illustrator”. Ask students to help complete the diagram by describing the styles of each, and the
ways each use their craft to help us understand and enjoy the text. The students will see that the
author and illustrator have similar and
different roles.
Context Clue Challenge – Put students in groups of 3 -4. Provide groups with a list of 3 or 4 difficult
words from the text they’ve read. Ask students to write definitions to the words on their list, without
using a dictionary, glossary or any other reference. They may use only each other and the text as
resources. When finish, put 2 groups together to share their definitions and come up with a definition
for each word both
groups agree on.
Four Square – This is a vocabulary aid. See attached for graphic organizer.
3-2-1 Strategy – This strategy required the student to write 3 discoveries, 2 interesting ideas, and
1 question he/she still has after reading the text. Model this strategy several times before expecting
independence of the students.
Four Corners – After having students read text on a controversial topic (i.e. Should animals be kept
in zoos?), discuss the author’s point of view with students. Then mark 4 corners of the classroom:
Strongly Agree, Somewhat Agree, Somewhat Disagree, and Strongly Disagree. Have students go to
the corner of the room that best represents to what extend they agree or disagree with the author.
Have students discuss their reasoning with those in their group, and then return to their desks and
write a brief defense of their own positions [i.e.
“I strongly disagree with (author) because…”]
Anticipation Guides – Create a set of statements related to the text students are about to read.
The best statements often contain a controversial element. Before reading, students should decide
whether they agree or disagree with the statements, or whether they think the statements are true
or false. After reading the text, the students should revisit the statements and their responses to see
if their thinking has changed as a result
of reading.
Website Features – Explore some websites with students like “Time for Kids” or “National
Geographic for Kids”. Have students discuss the feature similarities and differences between web
sources and print sources (i.e. You can often link to videos on a web source but not on a print
source.) Ask students to discuss which web sources they see are the most helpful and why.

Integration of Knowledge and Ideas

Helpful Illustration? – Some illustrations can add information that goes beyond the text, and
others may just clarify or provide a visual representation of a concept in the text. Some illustrations
are helpful, and others may not be. Have students discuss certain illustrations in their texts – Are
they helpful or not, and why?
Encourage the students to think about: What clues do I see in the illustration? Why did the illustrator
draw this? Can I learn anything from this illustration?
Write a Caption, or Caption Match - For illustrations without captions in students’ text, have
them create
their own captions. For illustrations with captions, make Xeroxed copies of up to 5 of them. Separate
the caption from the illustration, and then have the students match them.
Author’s Point – After reading a text, provide students with a statement (either true or false) about
the author’s purpose (i.e. “I think the author wrote this text to try and convince us that global
warming is not
really happening.”) Have students go back into the text, finding actual words of the author to prove
your statement either true or false.
Hula Hoop Venn Diagram – Have students read two different texts about the same topic. Put
students in groups of 6-8 and give them two Hula Hoops. Students should place the hoops into a
Venn Diagram on the floor and use notecards to label the sides of the diagram, either by book title
or author/illustrator. Tell students they should think about ways the two texts were similar and
different, including the ways the author and illustrator presented information, whether the authors
seemed to agree or disagree on certain points, etc. Then, each student should state either one
similarity or one difference to his/her group and stand in the Venn diagram in an appropriate place.
For example, if a student says, “I think both authors agreed that global
warming is really happening in the world”, he/she should stand in the overlapping center of the Hula
Hoops. When all students have made a statement and stood in the hoops, they can start over.
Get My Point? – Introduce a piece of nonfiction text by listing the author’s key points on the board.
Review those points with the students. Pair up students, and have one start reading a short section
of the text. While one student is reading, the other student marks with a Post-It flag sentences that
support any of the author’s key points. Have students take turns reading and marking sentences.
When finished, have students either
sort sentences by key points, or discuss the sentences the students found as a whole class.
Divide and Conquer – Put students into groups of 2. Assign each group an image (illustration,
chart, map, etc.) from a piece of text. After examining the image, one person should tell the main
idea the image is trying
to convey. The second person should tell whether he/she feels the image clarifies or expands on the
text or not, and if so, how.
2-2-2 – Have students read 2 texts on the same topic. When finished, have them list 2 similarities
between the texts and 2 differences. Share findings in class.
 Three Facts and a Fib – After reading a piece of nonfiction text or examining a graphic or
illustration from the text, have students independently write 3 facts they gained from the
text/illustration and one “fib”. Have them share their facts and fib with another student. The job of
the other student is to figure out which
statement is the fib.
Listen, Watch, or Written? – Have students read text on a certain topic, and then listen to or
watch
information (video, recording, etc.) about the same topic (i.e. Reading King’s “I Have a Dream”
speech, and then watching of King actually giving the speech). Discuss how the two formats are
the same and different and which form they feel is better and why.
Write Around – After reading text, give students 2-3 minutes to respond to the text in writing. Then,
have students pass their responses to another student who will then respond to the text again or
respond to what was written by the first person. After several “passes” of the papers, have students
read the responses on
their original papers and discuss any interesting findings.

Range of Reading and Level of Text Complexity

Read, Cover, Remember, Retell – See attached sheet for process.

Coding/Tracking the Text – Students mark the text, when possible, while reading, using coding
symbols. (See attached for symbol samples.) When finished reading, students can share markings
with a partner, getting clarification or sharing key points.

APPLYING YOUR KNOWLEDGE

Exercise:
https://www.nelsonmandela.org/content/page/biography
Based on the example from the link above, write a brief biography of an
author of your choosing from your own country. See the rubric below. DO NOT
USE AI.

Introduction Paragraph (20 points)

 Includes an interesting hook that grabs the reader’s attention
 Tells who the biography is about
 Tells what the person is known for
 Includes a minimum of three sentences

Paragraph 2 (10 points)

 Includes date and place of birth
 Includes at least three relevant details about the person’s early life
 Details are placed in a logical order that is easy to follow

Paragraph 3 (10 points)

  Person’s accomplishments/contributions are clearly addressed
 Includes at least three relevant details about the person’s
accomplishments/contributions
 Details are placed in a logical order that are easy to follow

Conclusion Paragraph (15 points)

 Clearly addresses the person’s impact on others and/or their impact on
history
 Includes a minimum of three sentences

Transitions (10 points)

 Content flows smoothly from one idea to the next

Word Choice (15 points)

 Uses a variety of words to keep the writing interesting; choice and
placement of words are accurate and natural
Conventions
 Contains few, if any, errors in spelling, grammar, punctuation, and
capitalization

Total: 80 points

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ASSESS YOUR LEARNING

Create an infographic differentiating biographies, autobiographies,
memoirs, essays, and journalism. Under each category, give titles of
famous works as examples. DO NOT USE AI.

Infographics Evaluation Criteria

 Content/Clarity: covers topic clearly with appropriate details and examples. -
30
 Design/Layout: makes excellent use of font, color, graphics, effects, etc.,
to enhance the presentation
- 20
 Audience: appropriately targets high school audience using common
language and/or analogies. - 20
TOTAL - 70