(Grade 7 English)
Lesson Plan: Evaluating Philippine Poetry
Content: Evaluating Philippine Poetry
Learning Competencies: EN7LIT-I-1 Analyze literary texts as expressions of individual
or communal values within:
● Structural Context:
○ a. conflict (character vs. character, character vs. society, character vs.
nature/environment)
○ b. characterization
○ c. plot: linear and flashback
○ d. basic rhyme schemes (AABB, ABAB)
○ e. figurative language (simile, metaphor)
○ f. tone and mood
Learning Objectives:
● Students will be able to identify and analyze the following literary elements in
Philippine poetry (focusing on lyric and narrative forms):
○ Conflict
○ Characterization (basic elements)
○ Plot structure (linear and flashback - basic understanding)
○ Basic rhyme schemes (AABB, ABAB)
○ Figurative language (simile, metaphor)
○ Tone and mood
● Students will be able to evaluate a Philippine poem for its clarity of meaning.
Content Standards: The learners demonstrate their expanding vocabulary knowledge
and grammatical awareness, comprehension of literary and informational texts, and
composing and creating processes; and their receptive and productive skills in order to
produce age-appropriate and gender-responsive texts based on one's purpose, context,
and target audience.
Performance Standards: The learners apply comprehension of literary texts to produce
narrative and expository texts (enumerationdescription) based on their purpose, context
(mealtimes and birthdays), and target audience using simple, compound, and complex
sentences, and age-appropriate and gender-sensitive language. (Note: While these
Performance Standards don't directly address evaluating poetry, they focus on
comprehension and application of literary understanding.)
Materials:
● Selected Filipino poems (lyric and narrative) - Consider poems with clear themes
and age-appropriate language.
● Chart paper or whiteboard
● Markers/pens
● Graphic organizers (optional) - Can be designed to guide analysis of literary
elements
Lesson Procedure:
Activating Prior Knowledge (5 minutes):
● Begin by asking students what they already know about poetry.
● Brainstorm a list of different types of poetry (e.g., lyric, narrative) on the
board/chart paper.
● Briefly discuss some common elements found in poetry (e.g., rhyme, rhythm).
Establishing the Lesson Purpose (2 minutes):
● Explain to students that today they will be focusing on understanding and
evaluating Philippine poetry.
● Briefly introduce the learning objectives, highlighting the skills they will develop in
analyzing specific literary elements and the poem's overall meaning.
Developing and Deepening Understanding (25-30 minutes):
1. Introducing Literary Elements (10-15 minutes):
○ Introduce key literary elements found in poetry, focusing on those listed in
the Learning Objectives (conflict, characterization, plot structure, basic
rhyme scheme, figurative language, tone, and mood).
○ Provide definitions and examples for each element, keeping the
explanations age-appropriate (e.g., for conflict, use simple examples like
"character vs. friend" or "character vs. nature").
○ You can use visuals or short excerpts from poems to illustrate these
elements.
2. Analyzing a Sample Poem (10-15 minutes):
○ Select a short, age-appropriate Filipino poem with a clear theme and basic
language (consider lyric or narrative form).
○ Read the poem aloud to the students.
○ Facilitate a class discussion where students analyze the poem using the
introduced literary elements.
○ Ask questions that prompt them to identify specific examples within the
poem (e.g., "What kind of problem does the character face?", "Can you
find any rhyming words in the poem?", "How does the poem make you
feel?").
Making Generalization (5 minutes):
● Lead a class discussion to revisit the key concepts of analyzing poetry.
● Ask students to identify patterns or connections between the different literary
elements and how they contribute to the overall meaning of the poem.
● Discuss the importance of considering these elements to better understand the
poet's message.
Evaluating Learning (10 minutes):
● Formative Assessment: Observe students' participation in class discussions, their
ability to identify and explain basic literary elements within the sample poem, and
their understanding of how these elements contribute to the poem's meaning.
● Summative Assessment:
○ Ask them to write a short analysis identifying at least two of the learned
literary elements and explaining how they contribute to the poem's
meaning and connection to Filipino experiences.
○ You can offer sentence starters or a basic graphic organizer to guide their
analysis, focusing on elements like:
■ How does the conflict relate to a challenge Filipinos might face?
■ What do the characters' traits or actions tell us about Filipino values
or experiences?
■ Does the poem use any specific words or imagery that connect to
Filipino culture or environment?
■ How does the tone or mood of the poem reflect Filipino emotions or
experiences?
Differentiation:
● To cater to students with varying learning styles and abilities, you can provide
differentiated instruction throughout the lesson. Here are some ideas:
○ For struggling readers: Provide the poem text beforehand or allow them to
follow along with a highlighted copy during the reading. Offer sentence
starters or prompts to guide their analysis during discussions.
○ For advanced learners: Challenge them to identify additional literary
elements beyond those explicitly introduced (e.g., sound devices like
onomatopoeia or alliteration). They can also research the poet's
background to see if it sheds light on the poem's connection to Filipino
experiences.
○ Kinesthetic learners: Allow them to act out a scene from a narrative poem
or use manipulatives (blocks, cards) to represent the poem's structure
(beginning, middle, end).
○ Visual learners: Provide graphic organizers, images, or illustrations to
support their analysis of the poem's elements, cultural references, and
overall message.
Wrap-up (2 minutes):
● Briefly summarize the key learning points of the lesson.
● Emphasize the importance of analyzing literary elements to gain a deeper
understanding and appreciation of Philippine poetry, particularly its connection to
Filipino experiences.
● Preview upcoming lessons or activities that will build upon these analysis and
evaluation skills.
Extension Activities (Optional):
● Students can choose a Filipino poem they are interested in and analyze it using
the learned framework, focusing on the connection to Filipino experiences.
Provide them with a choice of poems with varying themes and difficulty levels.
● Organize a class presentation where students share their chosen poems and
their analysis of the literary elements and the poem's portrayal of Filipino
experiences.
● Have students write their own short poem, focusing on incorporating some of the
learned literary elements and expressing a theme or message that reflects
Filipino experiences or values.
Content: Evaluating Literary Texts (Philippine Poetry)
Learning Competencies: EN7LIT-I-2 Analyze the maxims, universal truths, and
philosophies presented in the literary text as a means of valuing other people and their
various circumstances in life.
Content Standards: The learners demonstrate their multiliteracies and communicative
competence in evaluating Philippine literature (poetry) for clarity of meaning, purpose,
and target audience as a foundation for publishing original literary texts that reflect local
and national identity. (Note: While this standard focuses on purpose and audience, we
can adapt it to emphasize universal truths.)
Performance Standards: The learners analyze the style, form, and features of Philippine
poetry (lyric, narrative, dramatic); evaluate poetry for clarity of meaning, universal truths,
and target audience; and compose and publish an original multimodal literary text
(poem) that represents their meaning, purpose, and target audience, and reflects their
local and national identity. (Emphasis on Universal Truths)
Learning Objectives:
● Students will be able to identify and analyze maxims, universal truths, and
philosophies presented in Philippine poetry.
● Students will be able to explain how these universal truths connect to the poem's
meaning and contribute to understanding human experiences across cultures.
Activating Prior Knowledge (5 minutes):
1. Brainstorming: Begin by asking students what they understand by the terms
"maxims," "universal truths," and "philosophies." Record their responses on the
board/chart paper.
2. Sharing Experiences: Ask students to share examples of proverbs or sayings
they know from their own cultures or backgrounds. Discuss how these sayings
offer advice or reflect universal truths about life.
Establishing the Lesson Purpose (2 minutes):
● Explain that today's lesson focuses on exploring Philippine poetry and how it
reveals universal truths about human experiences.
● Briefly introduce the learning objectives, highlighting how they will develop skills
in identifying maxims, philosophies, and how these elements contribute to the
poem's meaning and connection to broader human experiences.
Developing and Deepening Understanding (25-30 minutes):
1. Introducing Universal Truths in Poetry (10 minutes):
○ Explain that poems often explore themes and emotions that resonate with
people across cultures and time periods. These are called "universal
truths."
○ Provide examples of universal truths (e.g., love, loss, hope,
perseverance).
○ Briefly discuss how maxims and philosophies can be used to express
these universal truths (e.g., a maxim like "Absence makes the heart grow
fonder" expresses a universal truth about love).
2. Analyzing a Sample Poem (15-20 minutes):
○ Select a Filipino poem that explores a universal truth (consider poems on
themes like love, nature, challenges, or dreams).
○ Read the poem aloud to the students.
○ Facilitate a class discussion where students analyze the poem to identify:
■ The poem's main theme or message.
■ Specific examples of maxims, proverbs, or philosophical ideas
within the poem.
■ How these elements contribute to the poem's overall meaning and
its connection to a universal truth.
Making Generalization (5 minutes):
● Lead a discussion to revisit the importance of identifying maxims and universal
truths in poetry.
● Ask students to explain how these elements help us understand the poem's
message on a deeper level and connect it to broader human experiences.
● Discuss how appreciating these universal truths can foster empathy and
understanding for people from different cultures.
Evaluating Learning (10 minutes):
● Formative Assessment: Observe students' participation in class discussions, their
ability to identify maxims and universal truths within the sample poem, and their
explanations of how these elements contribute to the poem's meaning and
connection to human experiences.
● Summative Assessment:
○ Provide students with a new Filipino poem (similar style and level as the
sample poem).
○ Ask them to write a short analysis identifying at least one maxim or
universal truth presented in the poem.
○ They should explain how this element contributes to the poem's meaning
and its connection to a broader human experience.
Differentiation:
● To cater to students with varying learning styles and abilities, you can provide
differentiated instruction throughout the lesson. Here are some ideas:
○ For struggling readers: Provide the poem text beforehand or allow them to
follow along with a highlighted copy during the reading. Offer sentence
starters or prompts to guide their analysis.
● For advanced learners (continued): They can also research the poet's
background to see if it sheds light on the poem's exploration of the universal
truth.
○ Kinesthetic learners: Allow them to create a tableau vivant (living picture)
representing a scene or key moment from the poem that reflects the
universal truth.
○ Visual learners: Provide graphic organizers or visuals to help them identify
maxims, philosophies, and connect them to the poem's meaning and the
universal truth.
Wrap-up (2 minutes):
● Briefly summarize the key learning points of the lesson.
● Emphasize the importance of identifying maxims and universal truths in
Philippine poetry to gain a deeper understanding of human experiences across
cultures.
● Preview upcoming lessons or activities that will build upon these analysis skills or
explore other aspects of Philippine poetry.
Extension Activities (Optional):
● Students can choose a Filipino poem they are interested in and analyze it using
the learned framework, focusing on identifying maxims and how they connect to
a universal truth.
● Organize a class presentation where students share their chosen poems and
their analysis of the maxims, universal truths, and the poem's message.
● Have students write their own short poem that explores a universal truth and
incorporates a maxim or philosophical idea.
Content: Publishing an Original Literary Text that Reflects Culture
Learning Competencies: EN7LIT-I-3 Identify one's meaning and purpose in selecting
the type of literary text for composition
Content Standards: The learners demonstrate their multiliteracies and communicative
competence in evaluating Philippine literature (poetry) for clarity of meaning, purpose,
and target audience as a foundation for composing and publishing original literary texts
that reflect local and national identity.
Performance Standards: The learners analyze the style, form, and features of Philippine
poetry (lyric, narrative, dramatic); evaluate poetry for clarity of meaning, purpose, and
target audience; and compose and publish an original multimodal literary text (poem)
that represents their meaning, purpose, and target audience, and reflects their local and
national identity.
Learning Objectives:
● Students will be able to identify the purpose and target audience for their original
poems.
● Students will be able to compose a short poem that reflects their cultural identity
or a specific aspect of Philippine culture.
Activating Prior Knowledge (5 minutes):
1. Brainstorming: Begin by asking students what they understand by the term
"culture." Discuss different elements of culture (e.g., traditions, beliefs, language,
food, art).
2. Cultural Expression: Ask students to share examples of how culture is expressed
in different ways (e.g., festivals, music, clothing, literature). You can mention
specific Philippine cultural expressions.
Establishing the Lesson Purpose (2 minutes):
● Explain that today's lesson focuses on using poetry as a means of cultural
expression.
● Briefly introduce the learning objectives, highlighting how they will develop skills
in identifying their purpose for writing and crafting a poem that reflects their
cultural identity.
Developing and Deepening Understanding (20-25 minutes):
1. Exploring Cultural Poetry (10-15 minutes):
○ Share examples of Filipino poems that celebrate or explore aspects of
Philippine culture.
○ Discuss how these poems use language, imagery, and themes to connect
with the reader and convey a cultural message.
○ Briefly discuss different types of poems students can consider writing
(e.g., haiku, tanaga, free verse).
2. Finding Your Voice (5-10 minutes):
○ Guide students to brainstorm ideas for their original poems.
○ Encourage them to consider what aspect of their own cultural identity or
Philippine culture in general they would like to write about (e.g., a family
tradition, a historical event, a specific food or dish, a local festival).
○ Remind them to think about the purpose of their poem – what message or
feeling do they want to convey to their audience?
Making Generalization (5 minutes):
● Lead a class discussion to revisit the importance of identifying purpose and
target audience when writing a poem.
● Discuss how these elements influence the style, language, and imagery used in
the poem.
● Emphasize the power of poetry as a tool for cultural expression and sharing
experiences.
Evaluating Learning (10-15 minutes):
● Formative Assessment: Observe students' participation in class discussions, their
ideas for poem topics, and their understanding of purpose and target audience.
● Drafting Activity: Provide students with time to begin drafting their original poems.
Encourage them to incorporate elements of their chosen cultural theme and
consider the target audience.
Differentiation:
● To cater to students with varying learning styles and abilities, you can provide
differentiated instruction throughout the lesson. Here are some ideas:
○ For struggling writers: Offer sentence starters or prompts to guide them in
brainstorming poem ideas and structuring their writing. Provide a list of
descriptive words or phrases related to their chosen cultural theme.
○ For advanced learners: Challenge them to explore more complex poetic
forms or techniques (e.g., rhyme schemes, metaphors, similes). They can
also research the history of Philippine poetry and how it has been used to
express cultural identity.
○ Kinesthetic learners: Allow them to create a visual representation
(drawing, collage) alongside their poem that reflects the cultural theme.
○ Visual learners: Provide graphic organizers that help them connect their
cultural theme to the poem's purpose, target audience, and specific
imagery.
Wrap-up (2 minutes):
● Briefly summarize the key learning points of the lesson.
● Encourage students to continue drafting their poems and consider revising them
for clarity and cultural connection.
Extension Activities (Optional):
● Organize a class "poetry slam" where students share their original poems about
culture.
● Create a class anthology by compiling the students' poems and showcasing their
cultural expressions.
● Have students research a specific Filipino poet known for their cultural themes
and analyze how they used poetry to express cultural identity. Students can
present their findings to the class.
● Organize a field trip to a local museum or cultural center to gather inspiration for
their poems.
Content: Publishing an Original Literary Text that Reflects Culture
Learning Competencies: EN7LIT-I-4 Compose literary texts using appropriate structure.
Content Standards: The learners demonstrate their multiliteracies and communicative
competence in evaluating Philippine literature (poetry) for clarity of meaning, purpose,
and target audience as a foundation for publishing original literary texts that reflect local
and national identity.
Performance Standards: The learners analyze the style, form, and features of Philippine
poetry (lyric, narrative, dramatic); evaluate poetry for clarity of meaning, purpose, and
target audience; and compose and publish an original multimodal literary text (poem)
using appropriate structure (poem) that represents their meaning, purpose, and target
audience, and reflects their local and national identity.
Learning Objectives:
● Students will be able to identify and apply different poetic structures (e.g., rhyme
schemes, stanzas, free verse) in their original poems.
● Students will be able to revise and edit their poems for clarity, structure, and
cultural connection.
Activating Prior Knowledge (5 minutes):
1. Review: Briefly review the concept of purpose and target audience from the
previous lesson.
2. Structure in Poetry: Ask students to share what they already know about the
structure of poems. Discuss elements like lines, stanzas, and rhyme schemes (if
applicable).
Establishing the Lesson Purpose (2 minutes):
● Explain that today's lesson focuses on crafting the structure of their original
poems to effectively express their cultural message.
● Briefly introduce the learning objectives, highlighting how they will develop skills
in utilizing appropriate poetic structures to enhance their poems.
Developing and Deepening Understanding (20-25 minutes):
1. Exploring Poetic Structures (10-15 minutes):
○ Share examples of different poetic structures commonly used in Philippine
poetry (e.g., the four-line tanaga with its specific rhyme scheme, free
verse poems with varying line lengths).
○ Discuss how structure can influence the rhythm, flow, and overall mood of
a poem.
○ Provide additional examples of poems with different structures that
explore cultural themes.
2. Structuring Your Voice (10-15 minutes):
○ Guide students to revise their poems with a focus on structure.
○ Encourage them to consider the following:
■ Form: Will their poem follow a specific form like a tanaga or haiku,
or will it be free verse?
■ Stanza Structure: How will they group lines into stanzas to create a
rhythm and visual flow?
■ Rhyme Scheme (if applicable): Will they incorporate rhyme to
create a musicality or opt for a non-rhyming scheme for a different
effect?
■ Line Breaks: How will they use line breaks for emphasis, imagery,
or to create a specific mood?
○ Remind them to consider how their chosen structure supports their poem's
purpose and cultural message.
Making Generalization (5 minutes):
● Lead a class discussion to revisit the importance of structure in enhancing a
poem's effectiveness.
● Discuss how different structures can be used to create different tones and
emphasize specific cultural elements.
○ For example, a free verse poem might be more suitable for a personal
reflection on cultural identity, while a structured tanaga could be used to
capture a specific tradition or festival.
Evaluating Learning (10-15 minutes):
● Peer Review: Organize students into pairs to review each other's poems. Provide
a rubric or checklist focusing on structure, clarity, and cultural connection.
Students can offer suggestions for improvement.
● Revision and Editing: Dedicate time for students to revise and edit their poems
based on their own reflections and peer feedback. Encourage them to ensure
clarity of meaning, appropriate structure to enhance their message, and effective
use of language to capture the cultural element.
Differentiation:
● To cater to students with varying learning styles and abilities, you can provide
differentiated instruction throughout the lesson. Here are some ideas:
○ For struggling writers: Offer graphic organizers or templates to help them
visualize different poetic structures and choose the one that best suits
their poem.
○ For advanced learners: Challenge them to experiment with more complex
structures or explore specific Filipino poetic forms like the "kundiman" or
the "awit." They can also research the historical context of these
structures and how they have been used to express cultural themes.
Wrap-up (2 minutes):
● Briefly summarize the key learning points of the lesson.
● Emphasize the importance of structure in crafting a compelling poem that
effectively conveys a cultural message.
Extension Activities (Optional):
Hold a "Cultural Poetry Café" where students can share their revised poems in a
relaxed setting. Encourage them to present their poems alongside visuals (drawings,
photographs) that further enhance the cultural theme.
Collaborate with other classes (e.g., art, music) to create a multi-modal presentation
showcasing student poems and their cultural connection. Students can read their
poems while others perform a related song or dance, or create visual art pieces inspired
by the poems.
Publish a digital or physical anthology featuring the students' original cultural poems.
This can be shared with the school community or online platforms to celebrate their
cultural expression.
Content: Publishing an Original Literary Text that Reflects Culture
Learning Competencies: EN7LIT-I-5 Revise the literary texts for coherence and
cohesion.
Content Standards: The learners demonstrate their multiliteracies and communicative
competence in evaluating Philippine literature (poetry) for clarity of meaning, purpose,
and target audience as a foundation for publishing original literary texts that reflect local
and national identity.
Performance Standards: The learners analyze the style, form, and features of Philippine
poetry (lyric, narrative, dramatic); evaluate poetry for clarity of meaning, purpose, and
target audience; and compose and publish an original multimodal literary text (poem)
that represents their meaning, purpose, and target audience, and reflects their local and
national identity.
Learning Objectives:
● Students will be able to identify and revise their poems for coherence and
cohesion, ensuring a clear flow of ideas and effective connection between
elements.
● Students will be able to edit their poems for clarity of language and imagery to
enhance their cultural message.
Activating Prior Knowledge (5 minutes):
1. Review: Briefly review the concept of structure and its role in enhancing a poem's
effectiveness from the previous lesson.
2. Coherence and Cohesion: Ask students to share what they understand by the
terms "coherence" and "cohesion" in writing. Briefly explain these concepts –
coherence refers to the overall logical flow of ideas, while cohesion refers to how
sentences and elements within the text connect smoothly.
Establishing the Lesson Purpose (2 minutes):
● Explain that today's lesson focuses on polishing their original poems for
coherence, cohesion, and clarity to effectively communicate their cultural
message.
● Briefly introduce the learning objectives, highlighting how they will develop skills
in revising and editing their poems to ensure a smooth flow of ideas and
impactful cultural expression.
Developing and Deepening Understanding (20-25 minutes):
1. Revision Strategies (10-15 minutes):
○ Discuss strategies for revising poems for coherence and cohesion:
■ Logical Flow: Ensure the poem's ideas progress logically, with clear
transitions between stanzas or lines.
■ Imagery Connections: Check if the imagery used connects
effectively and supports the cultural message.
■ Word Choice and Clarity: Revise for clarity of language, ensuring
the chosen words effectively convey the intended meaning and
cultural reference.
○ Provide examples of how to improve coherence and cohesion in poems,
focusing on cultural themes.
2. Editing for Impact (5-10 minutes):
○ Discuss strategies for editing poems for clarity and impact:
■ Sentence Structure and Flow: Review sentence structure for
smoothness and rhythm within the poem's form.
■ Sensory Details: Encourage the use of strong verbs and sensory
details to create vivid imagery that reflects the cultural theme.
■ Conciseness: Aim for clear and concise language, avoiding
unnecessary words that may distract from the cultural message.
Making Generalization (5 minutes):
● Lead a class discussion to revisit the importance of revision and editing for
achieving a polished and impactful poem.
● Discuss how coherence, cohesion, and clarity of language contribute to a
successful poem that effectively conveys a cultural message.
Evaluating Learning (10-15 minutes):
● Self-Revision: Guide students through self-revision of their poems using a
checklist focusing on coherence, cohesion, clarity of language, and effective use
of imagery to represent the cultural theme.
● Teacher-Student Conference: Schedule individual conferences with students to
discuss their revisions and offer feedback on coherence, cohesion, and clarity in
relation to the cultural message.
Differentiation:
● To cater to students with varying learning styles and abilities, you can provide
differentiated instruction throughout the lesson. Here are some ideas:
○ For struggling writers: Offer sentence starters or prompts to help them
revise for coherence and flow. Provide a list of synonyms or descriptive
words to enhance clarity and cultural connection.
○ For advanced learners: Challenge them to experiment with more complex
figurative language or poetic devices to enhance their cultural message.
They can also research the role of revision and editing in the works of
famous Filipino poets.
Wrap-up (2 minutes):
● Briefly summarize the key learning points of the lesson.
● Emphasize the importance of revision and editing to create a polished poem that
effectively conveys a cultural message with clarity and impact.
Extension Activities (Optional):
● Organize a "Cultural Poetry Showcase" where students present their final revised
poems alongside a short explanation of the cultural theme they explored.
● Invite a local poet or cultural expert to visit the class and provide feedback on the
students' poems and their connection to Philippine culture.
Content: Publishing an Original Literary Text that Reflects Culture
Learning Competencies: EN7LIT-I-6 Publish an Original Literary Text that Reflects
Culture: Poem
Content Standards: The learners demonstrate their multiliteracies and communicative
competence in evaluating Philippine literature (poetry) for clarity of meaning, purpose,
and target audience as a foundation for publishing original literary texts that reflect local
and national identity.
Performance Standards: The learners analyze the style, form, and features of Philippine
poetry (lyric, narrative, dramatic); evaluate poetry for clarity of meaning, purpose, and
target audience; and compose and publish an original multimodal literary text (poem)
that represents their meaning, purpose, and target audience, and reflects their local and
national identity.
Learning Objectives:
● Students will be able to prepare their final poems for publication, considering
presentation and format.
● Students will be able to reflect on the entire writing and publishing process,
identifying their strengths and areas for improvement.
Activating Prior Knowledge (5 minutes):
1. Review: Briefly revisit the concept of "publishing" from previous lessons. Discuss
different ways poems can be published (e.g., class anthology, online platforms,
school literary magazine).
Establishing the Lesson Purpose (2 minutes):
● Explain that today's lesson focuses on preparing their final poems for publication
and reflecting on the entire writing and publishing process.
● Briefly introduce the learning objectives, highlighting how they will finalize their
poems for publication and gain valuable insights from their writing journey.
Developing and Deepening Understanding (15-20 minutes):
1. Publishing Considerations (10-15 minutes):
○ Discuss factors to consider when preparing a poem for publication:
■ Presentation: Explore different ways to format the poem for the
chosen publishing platform (e.g., spacing, font, title placement).
■ Visual Accompaniments (Optional): If applicable, brainstorm ideas
for visual elements that could accompany the poem and enhance
its cultural message (e.g., illustrations, photographs).
■ Copyright: Briefly explain the concept of copyright and the
importance of proper attribution if using any external elements (e.g.,
images) in their publication.
○ Guide students through the process of preparing their final poem drafts
based on the chosen publishing platform.
2. Reflection on the Journey (5-10 minutes):
○ Facilitate a group discussion where students reflect on the entire writing
and publishing process:
■ What were the challenges they faced while writing their cultural
poems?
■ What strategies helped them overcome these challenges?
■ What did they learn about themselves and their cultural identity
through this process?
■ What are their aspirations for future writing endeavors?
Making Generalization (5 minutes):
● Lead a discussion to summarize the key takeaways from the lesson.
● Emphasize the importance of careful preparation for publishing and the value of
reflecting on the learning gained throughout the writing process.
Evaluating Learning (10-15 minutes):
● Final Drafts: Collect final drafts of the students' poems, ensuring they are
formatted appropriately for the chosen publishing method.
● Reflection Journal Entry: Have students write a short reflection journal entry
summarizing their learning experience, challenges, and personal growth
throughout the process of writing and publishing a cultural poem.
Differentiation:
● To cater to students with varying learning styles and abilities, you can provide
differentiated instruction throughout the lesson. Here are some ideas:
○ For struggling writers: Offer assistance with formatting their poems or
suggest online resources with templates for poem presentation.
○ For advanced learners: Encourage them to research different publishing
platforms and explore advanced formatting options to showcase their
poems.
Wrap-up (2 minutes):
● Briefly summarize the key learning points of the lesson.
● Celebrate the students' accomplishments in writing and publishing their original
cultural poems.
Extension Activities (Optional):
● Organize a "Cultural Poem Publication Celebration" where students share their
published poems with the class or a wider audience (e.g., school assembly,
online forum).
● Invite a local publisher or writer to speak to the class about the publishing
process and offer insights to aspiring young poets.
