MATATAG School: Grade Level: 7

K to 10 Curriculum Teacher: Learning Area: ENGLISH

Weekly Lesson Log Teaching Dates and Time: September 9 - 13 (WEEK 7) Quarter: 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

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

B. Performance The learners analyze the style, form, and features of Philippine poetry (lyric, narrative, dramatic); evaluate poetry for
Standards 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 Analyze literary texts as expressions of individual or communal values within structural context.
Competencies 1. Identify figures of speech and sound devices and how they influence meaning and tone of the poem.
and Objectives 2. Describe poetic style (unique voice and tone) of the poet based on sound patterns, choice of words, and imagery.
Revise the literary texts for coherence and cohesion.
3. Transform a poem using another tone.

D. Content Analyzing Literary Texts (Poem)

E. Integration

II. LEARNING RESOURCES

Banzon-Mooney, I. (2003). In Focus: Challenging traditions: Prosody and rhapsody in the poetry of Angela Manalang Gloria.
https://ncca.gov.ph/about-culture-and-arts/in-focus/challenging-traditions-prosody-and-rhapsody-in-the-poetry-of-angela-manalang-
gloria/
PinoyLit, A Philippine Literature Page. (n.d.). Pinoylit.webmanila.com. Retrieved June 6, 2024, from http://pinoylit.webmanila.com/
Tariman. P.A. (2013). The life and times of Angela Manalang Gloria. Vera Files. https://verafiles.org/articles/the-life-and-times-of-angela-
manalang-gloria
Word reference. (2024). WordReference.com. Wordreference.com. https://www.wordreference.com/
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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. Short Review

Words
Angela Manalang-Gloria

I never meant the words I said,

So trouble not your honest head
And never mean the words I write,
But come and kiss me now goodnight.

The words I said break with the thunder

Of billows surging into spray:
Unfathomed depths withhold the
wonder Of all the words I never say.

a. Ask students to read the poem aloud twice then identify the sound patterns.
(This poem by Angela Manalang-Gloria has the AABB, ABAB scheme in the 1 st
and 2nd stanza respectively.) Students can be asked to underline the rhyming
words to determine the pattern.
b. Ask students about the images in the poem. What can be imagined in these
lines? Students can express with words or drawing. A photo of waves and
billows in the ocean in the middle of the storm can also be shows.
The words I said break with the thunder
Of billows surging into spray:
c. Ask more questions to help students interpret the poem.
 How will you describe the words that came from the persona if those words
“break with thunder of billows surging into spray?
 What does the poem say about the strong words we say? What about words
that we choose not to say?
 In the first stanza, the poet said that she never meant the words she said and
never meant the words she wrote. She also asks the reader to forget those
words. What could this mean in relation to the strong words like billows
mentioned in the second stanza?
2. Feedback

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 Select the poems that students wrote in Lesson 6. They were asked to write a
poem about their mothers. A similar analysis of sound patterns and imagery
can be done using the students’ outputs.

B. Establishing 1. Lesson Purpose An alternative to this task is to

Lesson Purpose Ask students about their favorite song writers. Have them describe the distinct play songs of two artists from
style of these artists. The following questions may be asked: the same music genre. Have
a. How will you describe the artist’s style in songwriting? students compare and
b. What are the common themes or topics of the artist’s songs? contrasts the artists. Similar
c. Does the artist use similar lines or images in the lyrics of his/her songs? questions can be asked.
d. Does the artist have a signature tune that is identified to his/her songs?
e. Does the artist have a vocal style that is recognizable?

Note how the answers to the questions helped in describing the artistic style of
songwriters. The same will be described in the week’s lesson through analyzing
poetry.

DAY 2
2. Unlocking Content Vocabulary
Ask students to prepare word cards for the following words:
a. ravished
b. censored Students can work in pairs or
c. delirium small groups. Word cards can
d. forsook be made bigger so the best
e. fickle outputs can be displayed on
classroom walls for reference
Example: when students want to use the
words in speaking or writing
foresook tasks.
Dictionary Meaning Synonyms
Verb leave Word cards can be compiled to
Past tense of forsake abandon help students in their
disown vocabulary learning.
abandon or give up
someone/something

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 Derivations Collocations
forsake forsake your daughter
forsakes forsake your values
forsook will never forsake him
forsaking
forsaken

C. Developing and 1. Explicitation Since a poem by Angela

Deepening Below are quoted text from articles written about Angela Manalang-Gloria and Manalang-Gloria is already
Understanding her poetry. The links may be accessed for the full text. The quoted text can be used in the Short Review,
presented to the students to give them an idea about Manalang-Gloria’s poetic students can go back to the
style and themes. poem to analyze of the
commentary about her writing
“She is essentially a lyric poet voicing her moods and desires in musical, singing style is evident.
stanzas. She finds standard rime and rhythm adequate to her needs.
She had found that life is not all love, that love is not the only way to one's goal. For example, following a fixed
She realized that this world is ‘circumferenced with lucre/ within a coin of poetic form and using rhyme
brass.’” schemes can be noted.
http://pinoylit.webmanila.com/filipinowriters/amgloria.htm
More information about the life
“Angela Manalang Gloria’s poetry shows a good understanding of English and works of the poet can also
poetics.” be presented. The links
“She has poems that follow the fixed poetic form of the sonnet.” provided in this section may be
“Her poetry also illustrates a knowledge of techniques in English rhyme, accessed for more details.
especially of rhyme schemes.”
Banzon-Mooney, I. (2003). In Focus: Challenging traditions: Prosody and
rhapsody in the poetry of Angela Manalang Gloria. https://ncca.gov.ph/about-
culture- and-arts/in-focus/challenging-traditions-prosody-and-rhapsody-in-the-poetry-of-
angela-manalang-gloria/

“From elementary to secondary schooling, the young Angela Manalang lived in a

world of dolls, books and piano. In college, her literary life flourished.”
Tariman. P.A. (2013). The life and times of Angela Manalang Gloria. Vera Files.
https://verafiles.org/articles/the-life-and-times-of-angela-manalang-gloria

The following questions may be asked to students:

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 a. From the commentary about the poet, what can we infer about her style
in writing poetry?
b. Are the commentaries about the poet’s style observed in the poem
presented earlier (“Words”)?

DAY 3
2. Worked Example
Read the poem to the class to model appropriate pauses and emphasis. Have
students read the poem silently and in chorus. Volunteer students may also do
the read aloud. Reading aloud the poem multiple times help the reader get a feel
of the poetic rhythm.

Change
Angela Manalang-Gloria

I have outgrown them all, and one by one,

These loves I took so mightily to heart
Before you came: the dolls that overran
My childhood hours and taught me fairy art;
The books I ravished by the censored score;
Music that like delirium burned my days;
The golden calf I fashioned to adore
When lately I forsook the golden phrase.

And thus I shall outgrow this love for you.

Sooner or later I shall put away
This jewelled ecstasy for something new.
Brand me not fickle on that fatal day:
Bereft of change that is my drink and bread,
I would not love you now. I would be dead.

Guide students in analyzing the form and meaning of the poem. The following
questions can be asked:
a. Plot the sound pattern in the lines. See example here:
I have outgrown them all, and one by one,
These loves I took so mightily to heart
Before you came: the dolls that overran

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 My childhood hours and taught me fairy art;
b. How does the sound pattern affect the reading of the poem? Does it create
a rhythm?
c. What images are present in the poem? Can you cite lines that describe
the image? See example here:
The books I ravished by the censored score;
Music that like delirium burned my days
d. What figures of speech are evident in these lines?
 Before you came: the dolls that overran
My childhood hours and taught me fairy art
 Music that like delirium burned my days
 Bereft of change that is my drink and bread
e. What does the poem say about the poet’s childhood? Which lines give Note how “change” is viewed as
you clues on this? something that naturally
f. What does the poem say about change? What do these lines mean? happens. People outgrow things
 Bereft of change that is my drink and bread, they used to love and enjoy.
 I would not love you now. I would be dead. People even outgrow feelings.
Change is part of life.
1. Lesson Activity

One-Pager Poem Analysis

Ask students to summarize the analysis done in the previous section by
completing this one-page graphic organizer.

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 D. Making DAY 4
Generalizations 1. Learners’ Takeaways
Ask students to write or talk about their answers to the following questions?
What about poems makes you appreciate poetry? Why?
What types of poems do you like?
What can you learn from reading poetry?

2. Reflection on Learning
Study Tip. Ask students to give a study tip to another student who might be
having difficulty on the topic. Use this prompt.

Please give one study tip you would give a student who find reading and
understanding poems difficult.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4
Learning 1. Formative Assessment
Transforming a Poem. Give students the following instructions:

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 Work with a partner to transform the poem Angela Manalang-Gloria’s “Change”
into your own voice.
 What words will you replace?
 What images will you add?
 Which lines will you change?
 Do you want to make it feel more sad? More cheerful?
 Do you want to change the rhyme scheme?
 Will adding a beat when reciting the poem make a difference?

Have students present their outputs in class. Ask them to write a reflection to
explain the important changes they made in the poem.

A scoring guide may be adapted or created for this task.

The outputs of students can be published in a shared platform so their peers

can also provide feedback.

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, learner
materials used
engagement and other related
learner engagement/ stuff.
interaction
Teachers may also suggest
others ways to improve the different
activities explored/lesson
exemplar.
C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every
Reflection ▪ principles behind the teaching lesson conducted/ facilitated is
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 also
▪ students

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 What roles did my students play in my lesson? consider this as an input for
What did my students learn? How did they learn? the LAC/Collab sessions.
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?