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Lesson Exemplar for Quarter 1

Lesson

English 2
Lesson Exemplar for English Grade 7
Quarter 1: Lesson 2 of 8 (Week 2)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over
them.

Development Team
Writers:
 Jay-Ar M. Morales
 Melanie Mae N. Moreno
 Ma. Maja F. Taclas
 Khristmas C. Torres
 Rhayn C. Leongson (Malabon City National Science and Mathematics High
School)

Validators:
 Mahlen B. Antonio, LPT, Ph.D. (City College of San Fernando Pampanga)
 Christiandon Aviado, LPT. Ph. D. (Angeles University Foundation)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
ENGLISH/QUARTER 1/ GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

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

B. Performance The learners analyze the style, form, and features of Philippine poetry (lyric, narrative, dramatic); evaluate
Standards 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.
C. Learning EN7LIT-I-1 Analyze literary texts as expressions of individual or communal values within.
Competencies
Lesson Objectives
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.

D. Content Poetry: Basic Elements

E. Integration Sustainable Development Goal 4 Quality Education

II. LEARNING RESOURCES

11,020 Boy Girl Praying Royalty-Free Images, Stock Photos & Pictures. (n.d.). Shutterstock. https://www.shutterstock.com/search/boy-girl-
praying
Galan, R. S. (2015, August 9). Tartanilla [Facebook Post]. https://www.facebook.com/100040847452939/posts/1616923655248011/
Kalesa. (2024, May 17). Wikipedia. https://en.wikipedia.org/wiki/Kalesa#/media/File:Allan_Jay_Quesada_-
_Vigan_Calle_Crisologo_DSC_1917.jpg

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Pinterest. (n.d.). Pinterest. https://www.pinterest.ph/pin/30680841200611806/visual- search/?
x=16&y=16&w=532&h=376&surfaceType=flashlight
Strauss, L. (2015). A Filipino Dream – My Spirit. Poetrysoup. https://www.poetrysoup.com/poem/a_filipino_dream_-_my_spirit_645256

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge Short Review
1. P.O.E.T.R.Y.: Playing with Words in Acronymic Style
The teacher will show or write the word ‘POETRY’ on the board and explain
that to recall the previous 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 in pairs and each pair will present their work in front
of the class. The feedback activity is
optional.
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 1. Lesson Purpose Lesson Purpose
Lesson Purpose Imbibe Me
The teacher will show the image below to the students and ask them the Image references:
following questions to guide their discussion: https://www.shutterstock.com/search/boy-
girl-praying

1. Look at the image carefully. What do you see? Describe the image as best
as you can.
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 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.

Word to Guess: Tartanilla

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 Suggested images:
2. Unlocking Content
Vocabulary

Image references:
https://en.wikipedia.org/wiki/Kalesa#/media
/File:Allan_Jay_Quesada_-
_Vigan_Calle_Crisologo_DSC_1917.jpg

Once the students successfully guess the word, engage them with the following https://www.pinterest.ph/pin/30680841200
611806/visual- search/?
questions: x=16&y=16&w=532&h=376&surfa
ceType=flashlight
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 1. Explicitation The teacher will instruct the

Deepening Brain Blossoms: Cultivating Ideas and Thoughts class to work in groups and
Understanding 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.”

Processing Questions: Students will share and write

1. How did creating the flower concept map help you better understand their responses using the
the concept of poetry? provided diagram, specifically
2. What did you learn about your own experiences with reading, writing, on the flower petals and
and understanding poetry while making the concept map? leaves. Each group will then
read their
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 3. If you were to analyze a poem right now, what would be the first step answers aloud to the class.
you take? Afterward, the teacher will ask
the processing questions.
DAY 2 - 3
2. Worked Example
Basic Elements of
Poetry
● Form - Refers to how the poem is put together, like its structure and 4. Worked Example
design. This includes things like how it rhymes, the rhythm of the words,
During the discussion of
how the lines are grouped into stanzas, and how it looks on the page.
concept, the teacher may
● Line – The basic unit of poetry, often characterized by its length, rhythm,
also ask the input of the
and arrangement on the page. students using the following
● Imagery – Descriptive language that appeals to the senses, creating questions:
vivid mental pictures and sensory experiences for the reader. This means ● Do you agree that
the writer chooses words that help you imagine how things look, sound, knowing the basic
feel, smell, or taste. elements of poetry is
● Sound Devices – Techniques such as rhyme, rhythm, alliteration, important? Why?
assonance, consonance, and onomatopoeia that create auditory effects ● Why do you need to
and enhance the musicality of a poem. determine the context of
● Figurative Language- Figurative language adds depth, nuance, and a poem? How will this
emotion to poetry by going beyond literal meanings and inviting readers help you?
to interpret and experience the text in different ways through the use of ● What will happen if you
metaphors, similes, personification, hyperbole, etc. It allows poets to have a clear distinction
convey complex ideas, emotions, and experiences through imaginative of each basic elements
and creative language. of poetry?
● Theme- The central idea, message, or underlying meaning of a poem,
often expressed through recurring images, symbols, or motifs.
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. 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
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motivations, emotions, and perspectives behind their poems.

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 ● 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
Filipino Heritage
By Francisco
Balagtas
Practice Task
Our heritage, a tapestry rich and grand, The teacher will ask the class to
Woven with stories of our native land. work in groups to analyze the
From Luzon's mountains to Mindanao's
given poem and to answer the
shores, Filipino identity, forever soars.
guide questions provided. Each
group will take turns sharing
Guide Questions:
insights in front of the class.
1. How would you describe the form and structure of the poem? What do you
notice about the length and arrangement of the lines? The teacher may allow the
2. Did the author use any imagery, sound devices (like rhyme or alliteration), students to visit the school
or figurative language (like metaphors or similes)? Provide examples from

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the poem.

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 3. What do you think is the main message or theme of the poem? How well library, consult their modules/
did the author convey this theme through their choice of words? textbooks as reference
4. What can you tell about the background of the poem? Consider the materials, or use the internet
author's life, the historical period, or the cultural setting when the poem with their supervision.
was written.

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

Describe the form of the poem

How are the lines arranged in
the
poem? What can you say about
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how the lines were used?
Did the author use any form of
imagery? Cite some line/s from the
poem.
Did the author employ the use of
figurative language? How?

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 What is the central idea of
the poem?
Is biographical context applicable
to this poem? If yes, what analysis
can you infer from it? Cite
evidence.
Is historical context applicable to
this poem? If yes, what analysis
can you infer from it? Cite
evidence.
Is socio-cultural context
applicable to this poem? If yes,
what analysis can you infer from
it?
D. Making DAY 4
Generalizations 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. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

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A. Evaluating DAY 4
Learning 1. Formative Assessment
Instruction: Examine the sections of the poem provided and complete the table Formative Assessment
by sharing your insights. Then, discuss important themes from the poem and Strauss, L. (2015). A Filipino
connect them to your own local identity or the broader Filipino identity. Dream – My Spirit.
Poetrysoup.
A Filipino Dream – My Spirit https://www.poetrysoup.com/

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 poem/a_filipino_dream_-
Stanza 1 _my_spirit_645256
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.
Three stars are united as one.
My dreams and love are bounded as one.
Context Evidence from the Text Explanation
(Reasoning)
Biographical
Historical
Socio-cultural

B. Teacher’s Note observations on The teacher may take note of

Remarks any of the following Effective Practices Problems Encountered some observations related to
areas: the effective practices and
problems encountered after
strategies explored utilizing the different
strategies, materials used,
materials used
learner engagement and other
learner related stuff.
engagement/
interaction Teachers may also suggest
others ways to improve the different
activities explored/lesson
exemplar.
C. Teacher’s Reflection guide or prompt can be Teacher’s reflection in every
Reflection on: lesson conducted/ facilitated is
▪ principles behind the teaching
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 What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may
▪ students also consider this as an input
What roles did my students play in my lesson? for the LAC/Collab sessions.
What did my students learn? How did they learn?
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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