Detailed Lesson Plan in English Wagner

I. Objectives

At the end of the lesson the students will be able to;

a. Explain the meaning of poem;
b. Enumerate the types of 3 main Elements of Poetry and;
c. Differentiate the sense, sound and poetic structure.

II. Subject Matter

a. Topic: 3 Main Element of Poetry
b. Reference: Grade 7 English Book
c. Materials: Laptop and PowerPoint Presentation

III. Procedure
Teacher’s Activity Student’s Activity
A. Preparation

Teacher: “Good morning, class.” Student: “Good morning, Ma’am.”

Teacher: “Let’s pray first, Jolina kindly lead the Jolina: Our Father who art in heaven… AMEN.
prayer.”

(Checking of Attendance)
Teacher: “Say present once I call your name.” Students: “Yes, Ma’am.”

Teacher: “How was your weekend, class? Have Students: “Yes, Ma’am.”
you enjoyed it with your family?”

Teacher: “Glad to hear that from you class.”

B. Motivation

Teacher: “I have a bowl here, and inside the

bowl is a piece of paper with different types of
moods written on it. Then, I will draw a piece
of paper in a bowl and I'll show you an example
of a tongue twister that you will read in the
context of a person's mood.”
Students: “Yes, Ma’am.
Teacher: “Are we clear on my instruction,
class?
Sam: “A big bug bit the little beetle but the
Teacher: “Very good, let’s start. Sam, please little beetle bit the big bug back!”
read the sentence in an angry mood.”
Reehan: “I scream, you scream, we all scream
Teacher: “Good job, Sam.” Next, can I Reehan. for ice cream.”
Please read the sentence in an happy moo.”
Jolina: “How much wood could a wood chuck,
Teacher: “Good job, Reehan. How about Jolina, chuck if a wood chuck could chuck wood.”
please read it in a sad mood.”
Students: Okay ma’am, thank you.
Teacher: “Good job, Jolina. Thank you class for
participating in our short game, expect that you
have a plus points that will be added in our
activity later.”
C. Lesson Proper
Dalton: It is the use of words and language to
Teacher: “Our topic for today is the 3 Main evoke a writer's feelings and thoughts.
Element of Poetry, class so you have any idea
what is Poetry?

Teacher: “Yes, good job. Poetry is a literature

that evokes a concentrated imaginative
awareness of experience or a specific emotional
response through language chosen and arranged
for its meaning, sound, and rhythm.”
Toby: “We called them poet.”
Teacher: “Do you have any idea what do we
call on a person who write a poetry?”

Teacher: “Good job, Toby.”

Teacher: So we have 3 main element of poetry

the sense, sound and poetic structure.

Teacher: First, let’s define sense in poetry,

sense refers to two things. First, sense refers to
the meaning poetry conveys. Poet uses
descriptive language well, they play to the
reader's senses, providing them with sights,
tastes, smells, sounds, internal and external
feelings, and even internal emotion.

Teacher: Second, poetry speaks to the senses. It

uses a lot of images that relate to sense
impressions.

Teacher: In poetry, imagery is a vivid and

vibrant form of description that appeals to
readers’ senses and imagination. Despite the
word’s connotation, “imagery” is not focused
solely on visual representations or mental
images—it refers to the full spectrum of
sensory experiences, including internal
emotions and physical sensations.

Teacher: We have 5 main types of imagery, the

first one is visual or sense of sight. In this form
of poetic imagery, the poet appeals to the
reader’s sense of sight by describing something
the speaker or narrator of the poem sees. It may
include colors, brightness, shapes, sizes, and
patterns.

Teacher: Next, the auditory sense of sounds is

used to explain things, ideas and actions using
sounds that appeal to our sense of hearing. It is
intended to invoke up sound images in the
minds of the readers. In literature, it means to
use words and literary devices in a way that
they make readers experience sounds when
reading poetry or prose.
Teacher: Next,  In this form of poetic imagery,
the poet appeals to the reader’s sense of smell
by describing something the speaker of the
poem inhales. It may include pleasant
fragrances or off-putting odors.

Teacher: Next, Gustatory this form of poetic

imagery, the poet appeals to the reader’s sense
of taste by describing something the speaker or
narrator of the poem tastes. It may include
sweetness, sourness, saltiness, savoriness, or
spiciness. This is especially effective when the
poet describes a taste that the reader has
experienced before and can recall from sense
memory.

Teacher: And lastly, Tactile, in this form of

poetic imagery, the poet appeals to the reader’s
sense of touch by describing something the
speaker of the poem feels on their body. It may Kristine: Visual appeals to our sense of sight.
include the feel of temperatures, textures, and Writers that use visual imagery craft their
other physical sensations. words to appeal to our sense of sight, so that we
can almost visualize what they’re talking about
Teacher: Again, kindly give at least 2 type of and auditory, appeals to our sense of hearing.
senses in poetry Kristine? Writers that use auditory imagery craft their
words to appeal to our sense of hearing, so that
we can almost hear what they’re talking about.

Dalton: Olfactory Imagery appeals to our sense

of smell. Writers that use olfactory imagery
craft their words to appeal to our sense of
smell, so that we can almost smell what they’re
Teacher: “Good job, Kristine. Kindly give the 3
talking about.
senses Dalton.”
Gustatory Imagery appeals to our sense of taste.
Writers that use gustatory imagery craft their
words to appeal to our sense of taste, so that we
can almost taste what they’re talking about.
Tactile Imagery appeals to our sense of touch.
Writers that use tactile imagery craft their
words to appeal to our sense of touch, so that
we can almost feel what they’re talking about.

Students: “None, ma’am”

Teacher: “Good job, Dalton.”

Teacher: “Do you have any questions or

clarifications on the the senses in poetry?”

Teacher: “Okay if you don’t have any question

let’s proceed to the Sound, poetry sounds
different. Aside from using sound as one of the
five senses, poetry still employs a lot of sound
devices. Some of the devices are the
following.”
 Alliteration the repetition of initial
 consonant sounds.
 Assonance the repetition of vowel sounds
 Anaphora repetition of beginning word,
phrase
 End Rhyme repetition of line ending
sounds Braiden: Alliteration, assonance, anaphor, end
 Onomatopoeia use of words whose sound rhyme and onomatopoeia.
make you think of their meaning
Students: None, ma’am.”
Teacher: Again what are the 5 sounds devices,
Braiden?

Teacher: Yes, good job, Braiden. Do you have

any question class?
Dwayne: “The arrangement of and relations
Teacher: “Very good, class. So let’s proceed to between the parts or elements of something
structure of poetry.” complex.”

Teacher: “What do we mean when we say

structure, Dwayne?”

Teacher: “Good job, Dwayne. It is an

arrangement and organization of interrelated
elements in a material object or system, or the
object or system so organized. In poetry we
have pattern or arrangement that we follow.”

Teacher: “Structure - Poetry looks different

from prose. Poems are written in lines
and stanzas. The structure gives the shape of
the poem.”

Teacher: “If have 2 poetic structure, the first

one is the Verse, a name for a line of poetry
written in meter. Example, monometer,
dimeter, trimeter, tetrameter, pentameter, ect.

Teacher: “Next is the Stanza, a division of a Students: “None ma’am.”

poem named for the number of lines it contains.
Example, couplet, triplet, quatrain, sestet,
septet, ect.

Teacher: “Okay do you have any question Toby: “The elements of poetry are used by
class?” successful poets to convey certain meanings
and themes. While there are many poetic
D. Generalization elements and devices, many poets are selective
in their usage of elements and devices. They
Teacher: “Why are the element of poetry often choose the tool that achieves the effect
important, Toby?” they want to convey.”

Jolina: Different types of poems have various

components. In poetry, we learn how to put
words together to form meaning and context.
Teacher: “Yes, good job Toby.” We learn how to choose the right words to
create imagery and effect. When we break
Teacher: Why do you think it is very essential poems down into their parts, we learn a lot
to know the different types and features of about how writing comes together.
poetry before writing your own poem, Jolina?

Teacher: “Good job, Jolina. Poetry is a form of

expression. Writing let us get out our feelings Students: None, ma’am.
and thoughts on a subject while reading it
encourages us to connect and find meaning in
our experiences.”

Teacher: “Do you have any questions or Students: “Yes, ma’am.”

clarification?”

E. Evaluation

Teacher: “For your activity, kindly write a short

poem consist of 4 to 5 lines any topic will do. I
will give you 7 minutes to finish that. Are we
clear in my instruction class?
Mya:
Teacher: “Okay, good. You may start doing it
A pretty good day
now.”
A pretty new friend
Headache in the start
(After the 7 minutes)
Surprises in the end
Teacher: “Time’s up, finish or not finish stop
Micaella:
writing. Let’s start with Mya, kindly read your
Star light
work.”
Start bright,
The first star
I see tonight
Teacher: “Good job, Mya, what about you
Micaella, kindly share your work to your
classmates.”
Students: Okay ma’am.

Teacher: “Good job, Micaella.”

Teacher: “For those students didn’t able to

share their work in class, kindly send it in our
Carl: Poetry is so important because it helps us
group chat so your classmate can see your
understand and appreciate the world around us.
wonderful work.”

F. Valuing

Teacher: Why is poetry important and how

poetry can change our lives?

Teacher: “Good job, Carl. The importance of

poetry is its ability to convey experience in a
powerful way, so it can be used to promote Students: None, ma’am.
empathy between people of varying
backgrounds and to foster understanding. The
poet can then use poetry to convey messages of
social justice in this way.”

Teacher: “Any question, class?

IV. ASSESTMENT

Teacher: Write an example for each given

sounds device.

1. Alliteration
2. Assonance
3. Onomatopoeia
4. Anaphor
5. End Rhyme

Teacher: “I will give you 10 minutes to finish

that
Are we clear on my instruction, class?”

(After 10 minutes)
Students: “Yes, ma’am.”
Teacher: “Finish or not, kindy send your
answer in our group chat now.” Students: “None, ma’am.”
V. Assignment Students: “Good day, ma’am.”
Teacher: “Do an advance reading on our next
topic, Cases of Personal Pronouns.

Teacher: “Do you have any questions, class?

Teacher: “Okay, very good, class. I hope you

learn something in today’s class. Thank you
and have a good day.”