GRADES 1 to 12 School: A.O.

FLOIRENDO NATIONAL HIGH SCHOOL Grade Level: 7

DAILY LESSON Teacher: THEA A. LAMBAYAN Learning Area: ENGLISH
LOG Teaching Dates and August 12-16, 2024
Quarter: 1
Time:

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (poetry) for clarity of meaning,
Content Standards
purpose, and target audience as a foundation for publishing original literary texts that reflect local and national identity.
The learners analyze the style, form, and features of Philippine poetry (lyric, narrative, dramatic); evaluate poetry for clarity of meaning,
Performance Standards 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 Competency

EN7LIT-I-1 Analyze literary texts as expressions of individual or communal values within.

Lesson Objectives
Learning Competencies and
Objectives
1. Share specific thoughts or insights on Filipino values discussed in class.
2. Write a short prayer showing the elements of poetry.
3. Analyze the given poem according to the assigned concept.
4. Share their ideas and thoughts about significant concepts from the poem and relate it to your specific local
identity or Filipino identity in general.
Content Poetry: Basic Elements
Integration Sustainable Development Goal 4 Quality Education
II. LEARNING RESOURCES
Morales, J. a. M., Moreno, M. M. N., Taclas, M. M. F., & Torres, K. C. (2024). Lesson Exemplar for English Grade 7 Quarter 1: Lesson 2 of 8 (Week
2).
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
DAY 1
Short Review
1. P.O.E.T.R.Y.: Playing with Words in Acronymic Style The feedback activity is
The teacher will show or write the word ‘POETRY’ on the board and explain that to recall the previous optional.
lesson, today’s task is to think of words or phrases that start with each initial letter and are relevant to the
topic of poetry. These words or phrases will be the building blocks of their acronym. The learners will work
A, Activating Prior Knowledge (Mind and in pairs and each pair will present their work in front of the class.
Mood)
Feedback
2. Spotlight on Strengths: Illuminating Your Superpowers
The class will work in groups consisting of four – five members. Each student will share a moment from the
previous less where they think they did the best and why they did exceptional during that time. The group
members will take turns sharing and come up with an idea on how they can reinforce their positive
attributes. The group will then choose a representative to share their answers and feedback to the class.
B. Establishing Lesson Purpose (Aims) 1. Lesson Purpose Lesson Purpose
Imbibe Me Image references:
The teacher will show the image below to the students and ask them the following questions to guide their
discussion:
https://www.shutterstock.com/
search/boy-
girl-praying
GRADE 9 English

1. Look at the image carefully. What do you see? Describe the image as best as you can.
2. What Filipino value do you think is shown in the image? Why do you think so?
3. When you pray, what do you usually pray for? Share some lines from your prayers and explain why they
are important to you.
4. How does prayer play a role in your life? What does it mean to you?

Think, Pair, and Share

● The teacher will ask the class to form pairs and collaborate to write a prayer using the elements of
poetry. Students can choose to write a free-verse poem or a rhyming poem as their prayer.
● Once the pairs have completed their poems, they will take turns reading their work aloud to the class.
● Encourage the rest of the class to listen attentively and provide positive comments or constructive
suggestions after each reading.

Guide Questions:
a. How did you feel about writing a poem using the elements of poetry? Describe your experience.
b. Do you think there is a connection between writing poetry and writing a prayer? Explain your thoughts.
c. Did you face any challenges while writing your prayer poem? If so, how did you address them?
2. Unlocking Content Vocabulary

Guess The Word

The teacher will present a series of pictures and provide a definition as a clue for
the students to guess a word.

Hint: A type of horse-drawn carriage or a traditional Filipino horse-drawn vehicle.

It is commonly used as a mode of transportation in rural areas and small towns in
the Philippines. 10 letters.
2. Unlocking Content
Word to Guess: Tartanilla Vocabulary
Image references:
Suggested images: https://en.wikipedia.org/wiki/
Kalesa#/media
/File:Allan_Jay_Quesada_-
_Vigan_Calle_Crisologo_DSC_19
17.jpg
https://www.pinterest.ph/pin/
30680841200611806/visual-
search/?
x=16&y=16&w=532&h=376&s
urfa ceType=flashlight
Once the students successfully guess the word, engage them with the following
questions:
GRADE 9 English

Guide Questions:
1. Based on the images shown, how would you describe a tartanilla?
2. What are your thoughts on tartanilla as a vehicle? How does it compare to other modes of
transportation?
3. Do you think tartanillas are still commonly used today? If so, where can they be found?
4. What significance does the tartanilla hold in Filipino culture?
C. Developing and Deepening 1. Explicitation The teacher will instruct the
Understanding (Tasks and Thought) Brain Blossoms: Cultivating Ideas and Thoughts class to work in groups and
recall their answers from the
‘P.O.E.T.R.Y.: Playing with
Words in Acronymic Style’ task.
They should relate their
answers to the phrase: “Poetry
is a garden nourished by the
soil of imagination and tended
with the care of language’s
artistry.”
Students will share and write
their responses using the
provided diagram, specifically
on the flower petals and leaves.
DAY 2 - 3 Each group will then read their
2. Worked Example answers aloud to the class.
Basic Elements of Poetry Afterward, the teacher will ask
● Form - Refers to how the poem is put together, like its structure and design. This includes the processing questions.
things like how it rhymes, the rhythm of the words, how the lines are grouped into stanzas,
and how it looks on the page. 4. Worked Example
● Line – The basic unit of poetry, often characterized by its length, rhythm, and arrangement During the discussion of
on the page. concept, the teacher may also
● Imagery – Descriptive language that appeals to the senses, creating vivid mental pictures ask the input of the students
and sensory experiences for the reader. This means the writer chooses words that help you using the following questions:
imagine how things look, sound, feel, smell, or taste. ● Do you agree that knowing
● Sound Devices – Techniques such as rhyme, rhythm, alliteration, assonance, consonance, the basic elements of
and onomatopoeia that create auditory effects and enhance the musicality of a poem. poetry is important? Why?
● Figurative Language- Figurative language adds depth, nuance, and emotion to poetry by ● Why do you need to
going beyond literal meanings and inviting readers to interpret and experience the text in determine the context of a
different ways through the use of metaphors, similes, personification, hyperbole, etc. It allows poem? How will this help
poets to convey complex ideas, emotions, and experiences through imaginative and creative you?
language. ● What will happen if you
● Theme- The central idea, message, or underlying meaning of a poem, often expressed have a clear distinction of
through recurring images, symbols, or motifs. each basic elements of
poetry?
How do you look at the context of a poem?
Poems often have biographical, historical, and socio-cultural contexts because
these contexts greatly influence the themes, styles, and messages of the poems.
GRADE 9 English

Here are the things you need to remember when identifying them:
1. Biographical Context
● Includes the life experiences, background, beliefs, and personal history of the writer.
● Understanding the writer's biography can provide insights into the motivations, emotions,
and perspectives behind their poems.
● This context may influence the theme, subject, and style of the writer.
● Personal experiences often shape the themes and emotions explored in poetry, making
biographical context crucial for understanding the writer's perspective and creative process.
2. Historical Context
● Refers to the time period, events, social conditions, and cultural movements in which the
poem was written.
● Examining historical context helps readers understand how societal changes, political
events, or cultural shifts may have influenced the poet's perspective and message.
3. Socio-Cultural Context
● Refers to the social, cultural, and ideological environment in which the poem is produced
and received.
● Socio-cultural context includes factors such as societal norms, values, beliefs, traditions,
and cultural identities.
● This context may influence the themes, symbols, language choices, and interpretations of
the poem, as well as how the poem is received and understood by different audience. Practice Task
The teacher will ask the class to
Practice Task work in groups to analyze the
given poem and to answer the
Filipino Heritage guide questions provided. Each
By Francisco Balagtas group will take turns sharing
insights in front of the class.
Our heritage, a tapestry rich and grand, The teacher may allow the
Woven with stories of our native land. students to visit the school
From Luzon's mountains to Mindanao's shores, library, consult their modules/
Filipino identity, forever soars. textbooks as reference
materials, or use the internet
with their supervision.
Guide Questions:
1. How would you describe the form and structure of the poem? What do you notice about the
length and arrangement of the lines?
2. Did the author use any imagery, sound devices (like rhyme or alliteration), or figurative
language (like metaphors or similes)? Provide examples from the poem.
3. What do you think is the main message or theme of the poem? How well did the author
convey this theme through their choice of words?
4. What can you tell about the background of the poem? Consider the author's life, the
historical period, or the cultural setting when the poem was written.

3. Lesson Activity
The teacher will ask the learners to work in pairs. Their task is to analyze the poem and
GRADE 9 English

answer the table provided.

Tartanilla
By Ralph Semino Galan

I miss the sound of hoof steps

Pattering on the pavement like rain.

How I long for the sweet scent

Of summer rain between late dusk

And early evening, like croaking

Of the frogs, evoking memories lost

In the stars. Perhaps the heroes too

Have flown to the skies as comets

Acquiring pegasic wings no carriage

Can resist, no memory can recall.
GRADE 9 English

D. Making Generalizations (Abstractions) DAY 4

1. Learners’ Takeaways
Exit Slip: 3, 2 1
On a piece of paper, the students answer the following:
● Write three things you learned from this lesson.
● List down two things you want to learn more about.
● Ask one question about the lesson.

2. Reflection on Learning
The teacher will divide the class into small groups and prompt them to discuss their most
effective learning experiences as well as areas they believe they can enhance. Afterwards,
each group will combine their insights, and two representatives from each group will present
the answer to the class.
IV. Evaluation of Learning
E. Evaluating Learning (Test) DAY 4 Formative Assessment
1. Formative Assessment Strauss, L. (2015). A Filipino
Instruction: Examine the sections of the poem provided and complete the table by sharing Dream – My Spirit. Poetrysoup.
your insights. Then, discuss important themes from the poem and connect them to your own https://www.poetrysoup.com/
local identity or the broader Filipino identity. poem/a_filipino_dream_-
_my_spirit_645256
A Filipino Dream – My Spirit

Stanza 1
I have a Filipino dream!
Stop the war and wild loud of scream
I have a dream not for myself.
Not a selfish man who thinks of himself.

Stanza 2
I have a Filipino dream!
Cease the pain of a poor at the stream.
GRADE 9 English

Three stars are united as one.

My dreams and love are bounded as one.

F. Teacher’s Remarks (Annotations)

G. Reflection (Gains)

Prepared by: Checked by: Recommending Approval: Noted by:

THEA A. LAMBAYAN GINA V. GALANIDO CECILIA S. ESTILO CHONALYN C. DOCTORA EdD

Teacher I T-III/English Coordinator MT II/Academic Head Principal II