English Grade 7 Lesson Plan (Quarter 1, Week 1, Day 2) PDF

**ENGLISH GRADE 7 LESSON PLAN** **Quarter 1, Week 1: Day 2** +-----------------------------------+-----------------------------------+ | I. **CURRICULUM CONTENT, | | | STANDARDS, AND LESSON | | | COMPETENC...

**ENGLISH GRADE 7 LESSON PLAN** **Quarter 1, Week 1: Day 2** +-----------------------------------+-----------------------------------+ | I. **CURRICULUM CONTENT, | | | STANDARDS, AND LESSON | | | COMPETENCIES** | | +===================================+===================================+ | A. Content Standards | The learners demonstrate their | | | multiliteracies and communicative | | | competence in evaluating | | | Philippine literature (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 Standards | The learners analyze the style, | | | form, and features of Philippine | | | poetry (lyric, narrative, | | | dramatic); evaluate 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 Competencies and | **Learning Competencies** | | Objectives | | | | 1. EN7LIT-I-1 Analyze literary | | | texts as expressions of | | | individual or communal values | | | within structural context | | | (**conflict: character vs. | | | character, character vs. | | | society, character vs. | | | nature/environment)** | | | | | | **Objectives:** | | | | | | 1. Identify the conflicts in the | | | poem; | | | | | | 2. Determine the individual or | | | communal values as reflected | | | by the conflict in the poem. | +-----------------------------------+-----------------------------------+ | D. Content | Analyzing conflicts in the poems | | | as expressions of individual and | | | communal values | +-----------------------------------+-----------------------------------+ | E. Integration | Social Context, Social Issues, | | | Identity and Diversity | +-----------------------------------+-----------------------------------+ +-----------------------------------------------------------------------+ | II. **LEARNING RESOURCES** | +=======================================================================+ | - | +-----------------------------------------------------------------------+ +-----------------------------------+-----------------------------------+ | III. **TEACHING AND LEARNING | | | PROCEDURE** | | +===================================+===================================+ | A. Activating Prior Knowledge | The teacher will encourage the | | | students to recall the conflict | | | and its three types, | | | | | | - Character vs. Character | | | | | | - Character vs. nature | | | | | | - Character vs. Society | | | | | | The teacher will show an example | | | and the students will identify | | | the type of conflict used. | | | | | | 1\. In a poem where the speaker | | | describes the beauty of a | | | tranquil forest, what type of | | | conflict is most likely absent? | | | | | | 2\. If a poem portrays the | | | tension between an individual | | | and the expectations | | | | | | of their community, what type of | | | conflict is being depicted? | | | | | | 3\. In a poem where the | | | protagonist confronts societal | | | expectations and norms, what | | | type of conflict is most | | | evident? | +-----------------------------------+-----------------------------------+ | B. Establishing Lesson Proper | Impress upon the students that | | | examining the different types of | | | conflicts likewise reveals the | | | underlying principles and beliefs | | | of characters and societies. | | | | | | The teacher will give a brief | | | lecture on individual and | | | communal values. **(Please refer | | | to Slide Presentation)** | +-----------------------------------+-----------------------------------+ | C. Developing and Deepening | The teacher will divide the class | | Understanding | into three groups. Each group | | | will be assigned a specific poem | | | to analyze and accomplish the | | | **Work Sheet 6:** | | | | | | ***POEM ANALYSIS*** | | | | | | *Sample Template/ Worksheet* | | | | | | **Title of the Poem:** | | | | | | **Poet:** | | | | | | **Conflict:** | | | | | | **Type of Conflict:** | | | | | | **Clue Words from the Poem:** | | | | | | **Individual or Communal Values | | | Present:** | | | | | | Each group will use manila | | | paper/cartolina Paper in | | | accomplishing the template. | | | | | | Group 1. Title: \"Sibling | | | Rivalry\" | | | | | | Author: Juanito Santos | | | | | | Group 2. Title: \"Outcast\" | | | | | | Author: Anonymous | | | | | | Group 3. Title: \"The Storm\'s | | | Embrace\" | | | | | | Author: Anonymous | +-----------------------------------+-----------------------------------+ | D. Making Generalizations | Lead the class in a meaningful | | | discussion guided by the | | | following question: | | | | | | *How do conflicts and values in | | | the poems relate to present | | | issues in the society?* | +-----------------------------------+-----------------------------------+ +-----------------+-----------------+-----------------+-----------------+ | IV. **EVALUATIN | | | | | G | | | | | LEARNING: | | | | | FORMATIVE | | | | | ASSESSMENT | | | | | AND | | | | | TEACHER'S | | | | | REFLECTION* | | | | | * | | | | +=================+=================+=================+=================+ | A. Evaluating | The teacher | | | | Learning | presents the | | | | | rubric to the | | | | | learners. | | | | | | | | | | **RUBRICS** | | | | | | | | | | Critical Thin | | | | | king and Insigh | | | | | t 30% | | | | | ------------- | | | | | --------------- | | | | | ------- ------ | | | | | Understanding | | | | | of Conflict | | | | | 25% | | | | | Identificatio | | | | | n of Communal V | | | | | alues 25% | | | | | Clarity and O | | | | | rganization | | | | | 10% | | | | | Use of Eviden | | | | | ce and Support | | | | | 10% | | | | | Total: | | | | | | | | | | 100% | | | +-----------------+-----------------+-----------------+-----------------+ | B. Teacher's | *Note | Effective | Problems | | Remarks | observations on | Practices | Encountered | | | any of the | | | | | following | | | | | areas:* | | | +-----------------+-----------------+-----------------+-----------------+ | | *strategies | | | | | explored* | | | +-----------------+-----------------+-----------------+-----------------+ | | *materials | | | | | used* | | | +-----------------+-----------------+-----------------+-----------------+ | | *learner | | | | | engagement/ | | | | | interaction* | | | +-----------------+-----------------+-----------------+-----------------+ | | *others* | | | +-----------------+-----------------+-----------------+-----------------+ | C. Teacher's | *Reflection | | | | Reflection | guide or prompt | | | | | can be on:* | | | | | | | | | | - *[principle | | | | | s | | | | | behind the | | | | | teaching]{. | | | | | underline}* | | | | | | | | | | - *students* | | | | | | | | | | - *ways | | | | | forward* | | | +-----------------+-----------------+-----------------+-----------------+