Republic of the Philippines

University of Southern Mindanao

College of Education
BACHELOR OF SECONDARY EDUCATION

GRADE 7 QUARTER 1

A. Content Standards
The learners demonstrate their multiliteracies and communicative competence in evaluating
Philippine literature (prose) for clarity of meaning, purpose, and target audience as a foundation
for publishing original literary texts that reflect local and national identity.

B. Performance Standards
The learners analyze the style, form, and features of Philippine prose (short story and novel);
evaluate prose for clarity of meaning, purpose, and target audience; and compose and publish
an original multimodal literary text (short story) that represents their meaning, purpose, and
target audience, and reflects their local and national identity.

C. Learning Competencies
EN7LIT-I-1 Analyze literary texts as expressions of individual or communal values within
structural context of rhyme and rhythm.

I. OBJECTIVES
Cognitive: Identify the rhyme and rhythm of the poem;
Affective: Demonstrate the importance of using rhyme and rhythm in a poem; and
Psychomotor: Write a poem using specific type of rhyme and rhythm.

II. SUBJECT MATTER

Topic: Rhyme and rhythm
References: EngEd 223: Survey of Philippine Literature in English
https://www.litcharts.com/literary-devices-and-terms/meter
Material: Laptop, PowerPoint Presentation, Projector, Extension Wire, Speaker, and
Visual Aids.

III. LESSON PROCEDURE

 Teacher’s Activities Students’ Activities
A. Preliminary
1. Prayer
Everyone, please stand up for the prayer. (The students will stand for the
prayer)

In the name of the Father, of the Son

and the Hole Spirit……AMEN.
2. Greetings
Good morning class! Good morning, ma’am Jessa!
Good morning, classmates!
It’s nice to see you again.

You may now take your seats but make

sure to arrange your chairs properly and
pick some pieces of trash.

How are you today? We are good, ma’am.

That is great to hear! Are you ready for a Yes, ma’am.

fun and interactive discussion today?

3. Setting of Classroom Standards

Before we begin, let’s be reminded of the
classroom standards that we should Classroom Standards
follow. What are those? • Listen attentively.
• Raise your right hand if you want
to answer/ask questions.
• Sit properly.
• Keep phones during class hours.
• Respect one another.
• Always be honest.

Can I expect that from you class? Yes, ma’am.

B. Activity

Now, before we proceed to our discussion, The students are listening.

let us have an activity first. This activity is
called “I am Missing”. Now, I want you to
look under your chairs. There are color
papers pasted right? Now, raise your colored
papers. That colors will determine your
groups.
So, this will be the group 1, 2, and 3. You will The students are forming circles in
be given three minutes to do the task. their groups.

GROUP 1: Provide the types of rhyme.

Behold the duck.

It does not clock.
A cluck it lacks.
It quacks.
The students are answering.
_ _ _ Rhyme

When Festus was but four year old,

his parents seldom had to scold.
They never called him “Festus,
don’t”; he never whined and say, “I
don’t”.
Yet it was sad to him to dine. His
table manners were not fine.

_ _ _ _ _ _ _ _ Rhyme

GROUP 2: Provide the rhyme scheme.

The people along the sand.

All turn and look one way.
They turn their back on the land.
They look at the sea all day.

_ _ _ _ _ _ _ _ _ Rhyme

The sky is very sunny.

The children are funny.
Under the tree we sit,
But just for a bit.

_ _ _ _ _ _ _ Rhyme

First star I see tonight.

I wish I may, I wish I might.
Have this wish I wish tonight.

_ _ _ _ _ _ _ Rhyme
GROUP 3: Provide the type of rhythm.
Choose from the box.

Iamb / ˘ ’/ Trochee / ‘ ˘/
Anapest / ˘ ˘ ‘/ Dactyl / ‘ ˘ ˘ /
Spondee/ ‘ ‘ /

Shall I compare thee to a summer’s

day?
Thou art more lovely and more
temperate:
(Sonnet 18 by William Shakespeare)

__________

Sorrow like a ceaseless rain

Beats upon my heart.
People twist and scream in pain, —
Dawn will find them still again;
(Sorrow by Edna St. Vincent Millay)

___________

‘Twas the night before Christmas,

and all through the house,”
(‘Twas the Night Before Christmas, by
Clement Clarke Moore)

____________

“This is the forest primeval.

The murmuring pines and the
hemlocks,”
(Evangeline, by Henry Wadsworth
Longfellow)

___________

“Go! Go! said the man.

_________

Time is up.

Let us proceed to the presentation of your

answers.
Group 1 Presentation
 Thank you, group 1. Next…

Group 2 Presentation

Alright. How about the last group?

Group 3 Presentation

Well, done everyone. Give yourselves three Students are clapping.

claps. 1, 2, 3.

Later, we will find out if your answers are all

correct.

C. Analysis

Did you enjoy our activity, class? Yes, ma’am.

Now, I want you to look at the poems of first

group. What is being asked? The types of rhyme ma’am.

Yes, you are right. Now what have you Ma’am the first poem has an end
observed in the two poems given? rhyme ma’am. While the second
poem has middle rhyme because the
rhyme is not on the end of the
sentence.

Very good observation. Now what are the Me, ma’am. The types of rhymes
types of rhymes based on the task of Group based on the activity are End rhyme
1. and middle rhyme.

You are correct but the appropriate term for

middle rhyme is internal rhyme.

What is it again? Internal rhyme.

Now, let us proceed to the task of Group 2.

What are being asked? Rhyme scheme ma’am.

Now, what are the rhyme schemes based on Ma’am the rhyme schemes are
the answers of Group 2? alternate, coupled, and tripled.

Yes, those are correct but the right term for Triplet.
tripled is triplet. Say it again.

Now, why do we say so that the rhyme Ma’am, because the first poem has
schemes are alternate, coupled, and triplet? a rhyme scheme of ABAB that is why
 it is alternate rhyme. While the
second one is coupled because it
follows a pattern AABB and the last
poem follows a pattern AAA that is
why it is triplet.

You got it right! Therefore, the rhyme

schemes are alternate, coupled, and triplet.

Did you understand class? Yes, ma’am.

Now, let us proceed to the last group. What Types of rhythm ma’am.
are being asked in your task?

You are right. Now, to check whether your

answers are correct, let us read the first item
this way and you choose the appropriate
rhythm that we should use.

I will read first then you follow.

Shall I compare thee to a summer’s day? The students are reading after the
Thou art more lovely and more temperate: teacher reads.
(Sonnet 18 by William Shakespeare)

Now, what did you noticed with the stress? Ma’am the stress falls on the second
syllable.

Yes, that is right. Now, what rhythm that has

stress that falls on the second syllable? Iamb ma’am.

Alright. Let us proceed to number 2.

Sorrow like a ceaseless rain The students are reading after the
Beats upon my heart. teacher reads.
People twist and scream in pain, —
Dawn will find them still again;
(Sorrow by Edna St. Vincent Millay)

Now, where can we find the stress? Ma’am the stress falls on the third
syllable of the sentence.

You are right. So, what type of rhythm that Me, ma’am.
has stress that falls on the first syllable? It’s trochee ma’am.

Very good.
Now, let us proceed to number 3.

‘Twas the night before Christmas, The students are reading after the
and all through the house,” teacher reads.
(‘Twas the Night Before Christmas, by
Clement Clarke Moore)

Now, where can we find the stress? Ma’am the stress falls on the third
syllable of the sentence.

Yes, correct. So, what type of rhyme has the Anapest ma’am.
stress that falls on the third syllable of the
sentence?

Alright. Now, how about number 4.

“This is the forest primeval. The murmuring The students are reading after the
pines and the hemlocks,” teacher reads.
(Evangeline, by Henry Wadsworth
Longfellow)

Alright. Where can we find the stress? The stress falls on the first syllable
ma’am of the word that consist of
three syllables.

Very good observation. So, this one is Dactyl ma’am.

called?

Very well said. Let us proceed to the last

item.

“Go! Go! said the man. The students are reading after the
teacher reads.

In this phrase, where can we find the stress? The stresses are present on each
word that has one syllable ma’am.

So, what type of rhythm is this? Spondee ma’am.

Great job, class! So, the types of rhythms Iamb, Trochee, Anapest, Dactyl, and
are? Spondee.

Are the answers of Group 3 are all correct? Yes, ma’am.

Very good! Did you enjoy our activity class? Yes, ma’am.
 Now, with that, what do you think is our topic Ma’am I think our topic has
all about? something to do with Rhyme and
Rhythm.
Alright, very good.

D. Abstraction

Our topic is all about Rhyme and Rhythm.

So now, let us discuss the answers earlier The students are listening.
but let us first define the word rhyme.

What comes into your mind when you hear Me, ma’am. Rhyme is the sound of
this word? the phrases at the end of the poem.

Yes, that is right.

Rhyme refers to one of two or more words or

phrases that ends in the same sound.

We have two Types of rhyme

a. End Rhyme – end of the word
b. Internal Rhyme – in the middle of the
word.

Now, what do we mean by rhyme scheme Ma’am, rhyme scheme is the

based on our activity? arrangement of rhyme.

You are correct!

When we say rhyme scheme it is the

arrangement of rhymes in a stanza or poem.

Rhyme Schemes
a. Alternate Rhyme - ABAB
b. Coupled - AABB
c. Triplet Rhyme – AAA

Now, how about the rhythm? Me, ma’am. Rhythm is the pattern of
sounds.
Yes, brilliant idea!

Rhythm is the regular or repeated pattern of

sounds or movements.

These are the Types of Rhythm

a. Iamb / ˘ ’/
b. Trochee / ‘ ˘/
 c. Anapest / ˘ ˘ ‘/
d. Dactyl / ‘ ˘ ˘/
e. Spondee/ ‘ ‘ /

Is it clear now class? Yes, ma’am.

E. Application

Now that I am done discussing to you the

rhyme and rhythm. Let's have an activity
called “MAKE ME A POEM”. I gave you name
tags right and the name tags has different
colors and that will determine your group.

Group 1 – Red Team

Group 2 – Blue Team
Group 3 – Yellow Team
Group 4 – Pink Team
Group 5 – Green team

Instruction: Make a 3-stanza poem based

on the discussion that we had earlier. You
can freely choose a type of rhyme, rhyme
scheme, and rhythm. You have 10 mins to
finish the task and after that you read your
work in front and tell what rhyme, rhyme
schemes and rhythm did you use.

Criteria:
Appropriateness 5 points
Creativity 5 points
Collaboration 5 points
Content 5 points
Total 20 points

10 minutes starts now…

Time is up! Let us hear from the Group 1 then PRESENTATION:

followed by the next group continuously. GROUP 1…

GROUP 2…

GROUP 3…

GROUP 4…

GROUP 5…
 Very well-done class. Give yourselves very Students are clapping.
good clap.

Alright. You did a good job class! So, based Me, ma’am. Rhythm serves as the
on our discussion, what do you think is the heartbeat of a poem, providing a
importance of using rhyme and rhythm in a backdrop for ideas and imagery.
poem? While, rhyme adds musicality to the
words and phrases, setting poetry
apart from other forms of writing.
Therefore, rhythm and rhyme shape
the poem, give it structure, and
enhance its artistic impact.

Very well said. With that, are you ready for Yes, ma’am.
the quiz?

IV. EVALUATION
Teacher’s Activity Students’ Activity
Is everything clear about our topic today? Yes, ma’am.

Alright! Now, please get ¼ sheet of paper Students get ¼ sheet of paper.
and answer directly.

1. It refers to the arrangement of rhymes of Students are answering.

stanza or poem. (Rhyme scheme)
2. What type of rhythm that has stress that
falls on the second syllable. (Iamb)
3. This type of rhyme scheme has ABAB.
(Alternate rhyme)
4. It is one of two or more words or phrases
that ends in the same sound. (Rhyme)

Alright. Exchange papers with your seatmate.

The answers are:

1. Rhyme scheme
2. Iamb
 3. Alternate Rhyme
4. Rhyme

Pass your paper class in 5, 4, 3, 2, 1. Students are passing their papers.

V. ASSIGNMENT
Instruction: Create a three-stanza poem and write the type of rhyme, rhyme schemes,
and rhythm of the poem in a ½ sheet of paper.

Criteria
Creativity 5 points
Appropriateness 5 points
Content 5 points
Total 15 points

Checked by:

AUGUSTUS VENANCIO B. RAMOS

Course Professor