| 1 | 1. Explains the emergence and development of the Ashik (Minstrel) literature tradition and its connection with the Ozan-Baksı (Shamanic) tradition. |
| 2 | 2. Lists the historical development and prominent representatives of Tekke-Sufi literature. |
| 3 | 3. Distinguishes the main poetic genres and verse forms of Ashik (Minstrel) and Tekke-Sufi literature. |
| 4 | 4. Explains the creative and performance contexts of the Ashik (Minstrel) tradition. |
| 5 | 5. Interprets the social and cultural background of Tekke-Sufi literature. |
| 6 | 6. Understands the educational functions of folk poetry and folk tales. |
| 7 | 7. Selects folk poetry samples suitable for lower secondary school level. |
| 8 | 8. Adapts folk literature products to teaching activities appropriate for the classroom. |
| 9 | 9. Compares the periods of the Ashik (Minstrel) literature tradition and their representatives. |
| 10 | 10. Analyzes the similarities and differences between Tekke-Sufi literature and Ashik (Minstrel) literature. |
| 11 | 11. Analyzes the linguistic and stylistic features of folk poetry. |
| 12 | 12. Designs a lesson activity based on folk poetry and folk tales for use at the lower secondary school level. |
| 13 | 13. Compares the educational contributions of different types of folk literature. |
| 14 | 14. Evaluates folk poetry samples used at the lower secondary school level in terms of student appropriateness. |