Q1 Lesson Exemplar English 7 Lesson 1 Week 1 PDF

7 Quarter Quarter 11 Quarter 1 Lesson Exemplar for Lesson English 1 QUINN NEX L. LANTORIA English Teacher Lesson Exemplar for English Grade 7 Quarter 1: Lesson 1 of 8 (Week 1) SY 2024-2025...

7 Quarter Quarter 11 Quarter 1 Lesson Exemplar for Lesson English 1 QUINN NEX L. LANTORIA English Teacher Lesson Exemplar for English Grade 7 Quarter 1: Lesson 1 of 8 (Week 1) 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: Khristmas C. Torres Jay-Ar M. Morales 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 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 Learning Competency Competencies EN7LIT-I-1 Analyze literary texts as expressions of individual or communal values within. and Objectives Learning Objectives 1. Explain and share a critical insight on the feelings evoked from a reading material. 2. Read and define words related to the text, and deduce meaning of words 3. Determine and differentiate the structure and elements of a poem. 4. Identify and evaluate the structural, biographical, historical, and sociocultural context of a poem. D. Content Poetry: Descriptions and Imagery E. Integration Environmental awareness and preservation SDG 13: Take urgent action to combat climate change and its impacts SDG 15: Protect, restore, and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss II. LEARNING RESOURCES A Core Memory | Know Your Meme. (n.d.). Www.google.com. Retrieved May 24, 2024, from https://www.google.com/imgres?imgurl=https://i.kym- cdn.com/entries/icons/mobile/000/033/955/memory.jpg&tbnid=sR1QlcIlpzmFlM&vet=1&imgrefurl=https://knowyourmeme.com/meme s/a-core-memory&docid=cDdMpRDnhxGqZM&w=800&h=450&source=sh/x/im/m5/1&kgs=d13dd7006f9fb8d3&shem=abme Aguilar PH. (2021). Ako ay Pilipino Lyrics [Video]. YouTube. https://www.youtube.com/watch?v=XBmD51IiGCY 1 Azurin, A. M. (n.d.). For the Young Yearning a Song of Green. SCRIBD. https://www.scribd.com/document/671710693/Demo Gonzales, N.V.M. (2016, January 13). Song (Facebook post). https://m.facebook.com/story.php?story_fbid=pfbid02jEHZ2Lpn23remTcsuTH3z9a9Bn79PvKoPpigWzWarLV9B9eFNxYECU1i8L4pJSBKl &id=1662964510652952#_=_ Hardy, L. (2017). Lyrical Poetry [Video]. YouTube. https://www.youtube.com/watch?v=nXvJsarLxQc Inside Out (2015) - IMDb. (n.d.). Www.google.com. from https://www.google.com/imgres?imgurl=https://m.media- amazon.com/images/M/MV5BOTgxMDQwMDk0OF5BMl5BanBnXkFtZTgwNjU5OTg2NDE@._V1_.jpg&tbnid=0NiZff6uNziBMM&vet=1&im grefurl=https://www.imdb.com/title/tt2096673/&docid=Im6OB7rkSxhclM&w=1086&h=1609&source=sh/x/im/m5/1&kgs=009ed32792 e4e19a&shem=abme My Favorite Song Collection (2022). Set You Free [Video]. YouTube. https://www.youtube.com/watch?v=KEupAJOKNSo Polyeastrecords. (2022). Points of View. [Video]. YouTube. https://www.youtube.com/watch?v=nmw_Jp8lT94 III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS A. Activating Prior DAY 1 Knowledge 1. A Core Memory (Short Review) Show to the class a picture from the Disney film ‘Inside Out’. Ask the students if they are familiar with the movie. Briefly, share the plot of the study and introduce the concept of core memory or memories which makes one feel extremely happy, sad, or excited. Encourage them to share a core memory from their previous English class. Ask them what made them choose that memory or what made that story unforgettable. Allow the students more time to recall their memories and encourage them to share these memories to the class. Link: https://images.app.goo.gl/hwgaoZ1AVmgu Group Activity: Strengths and Weaknesses from Last Year's English Class 1jQp6 1. Group Formation: Organize the class into groups of 4-5 members. 2. Individual Sharing: Each student will identify and share one strength and one weakness from their performance in last year's English class. Examples of strengths could include strong essay writing skills, good understanding of grammar, or effective participation in class discussions. Core memory 2  Examples of weaknesses could include difficulties with reading Link: comprehension, challenges in vocabulary usage, or struggles with public https://images.app.goo.gl/2c2EQFR6oLC5 zjMA7 speaking. The images can be shown by 3. Group Discussion: After sharing, group members will take turns offering a tip printing it out or by using a or piece of advice on how to address a weakness or reinforce a strength shared projector/ television. by a member. Tips for addressing weaknesses might include strategies like regular reading Feedback practice, using vocabulary-building apps, or practicing public speaking. Group Activity: Strengths and Weaknesses from Last Year's Tips for reinforcing strengths might include engaging in advanced writing English Class exercises, participating in debate clubs, or taking on leadership roles in group projects. This activity not only helps in 4. Choosing a Representative: The group will select one representative to share identifying personal areas for their group's findings and feedback with the entire class. improvement but also fosters 5. Class Presentation: The chosen representative from each group will present their collaborative learning and peer group’s collective insights, tips, and advice to the class. support. B. Establishing Lesson Purpose Link for the song: Lesson Purpose Activity: Knowing Your Feelings Through Music (https://www.youtube.com/watch?v=Yl xiKw4tN8s) 1. The teacher will introduce the nationalistic song "Ako Ay Pilipino." 2. Listening and Singing: To easily facilitate the sing- First Listening: Play the song "Ako Ay Pilipino" once for the students to along portion of the activity, the familiarize themselves with the tune and lyrics. teacher may print out the lyrics Second Listening: Play the song a second time, encouraging students to sing of the song and distribute it to along. the class, or simply show the 3. Class Discussion: After the singing activity, initiate a class discussion with the lyrics of the song using a following questions: television or projector. a. General Impression: What are your thoughts about the song "Ako Ay Pilipino"? Activity: Knowing Your Feelings Through Music b. Emotional Response: How did the song make you feel? This activity aims to help c. Specific Emotions: Did you experience any specific emotions while listening students connect with their and singing (e.g., joy, sadness, pride, love)? Why do you think you felt that emotions through music, way? understand their emotional 3  d. Creative Expression: Have you ever expressed your feelings in a creative responses, and share how they way, such as writing a poem or song? Share your experience with the class. express their feelings 4. Sharing Experiences: Encourage students to share their personal experiences of expressing their emotions creatively. This could include writing, drawing, singing, or any other form of artistic expression. Unlocking Content Unlocking Content Vocabulary Vocabulary Activity: Think and Pick! Word Puzzle Activity: Think and Pick! Word Puzzle This activity helps students become familiar with key poetry terms and sets expectations for the upcoming lesson. The teacher introduces the "Think and Pick!" word puzzle, which contains key terms related to poetry. 1. Word Puzzle Activity: Students are given time to find and write down at least five words from the puzzle in their notebooks. Words can be found horizontally, vertically, and diagonally. 2. Class Discussion: After completing the puzzle, the teacher asks the students: a. Are you familiar with the words you found in the puzzle? How familiar are you with these words? b. Define or explain any of these terms in your own words? c. Now that you know the key terms we will be using, what are your expectations for our lesson on poetry? 4 C. Developing and 1. Explicitation Deepening Agree or Disagree Understanding The teacher will ask the students to read and answer the following statements below. The learners will simply write ‘AGREE’ or ‘DISAGREE’ on their notebook. After answering and checking the ‘Agree or Disagree’ activity. The teacher will ask the students the following questions: What can you say about each of the statement used in our ‘Agree or Disagree’ activity? Why is it important that you can distinguish each element of poetry? 2. Worked Example Suggested image for a beach DAY 2 - 3 2. Worked Example Activity: Describing and Reading** 1. Image Description: The teacher shows an image of a beach to the class. Students are asked to describe the beach as best as they can. https://pixabay.com/photos/ boracay- beach-2065643/ 5 2. Connecting to poetry: The teacher explains that good descriptions are also The teacher can use other important in poetry, making connections between the students’ descriptions images that will best fit to the and the imagery used in poems. needs and/or actual experience/s of the students. 3. Reading a Poem: The teacher asks the students to read the short poem "Song" by NVM Gonzales Behold the beautiful land, The young hills and the corn; In the green river’s womb Process the students answers Children are born. and help them understand that those elements are present in Honey’s in the forest the poem. Blue fish in the sea; The ash gray of the clearings Grows grain for me. 4. Discussion Questions: After reading, the teacher asks the following questions: a. Name the character/s that play or move. b. What feeling do you think is expressed in the poem. Cite a text or a line c. What are the things described in the poem? d. What are some descriptive words you found? e. How did the descriptive words help you in analyzing the poem? Descriptive Words Descriptive words help a writer create vivid mental images for readers, painting scenes, emotions, or sensory experiences through language. They can evoke specific emotions or moods, adding depth to the poem. Descriptive words provide specific details that enhance the reader's understanding and engagement with the poem. They can describe physical characteristics, actions, or even abstract concepts in a tangible way. POWER OF WORDS The students will write their answer on a ¼ sheet of paper. 6 Directions: Form words out of the jumbled letters and use the sentence provided as context clues. 1. B M U N – unable to feel anything in a particular part of your body. Sentence: He felt ______on his right arm after hitting it hard on a tree trunk. 2. P I L S – stammering or faltering when speaking. Sentence: She spoke with a slight ______ when she met Mr. Richards. 3. N R C X B E U A E – having the quality of high energy and cheerfulness. Sentence: Sarah walked with ______when she was called to receive her award. 4. N I E R I G N A G D – something existing for a very long time and is difficult to change. Sentence: Our traditions are already _____ in our culture. 5. G R L I A E P I G M – a journey usually to any unfamiliar place to discover new experience and understanding of self and others/ Sentence: Julius wants to go on a _____ to Simala Shrine. 6. E C E D T H - to cut a pattern on a smooth surface. Sentence: Judy _____ her name on a wooden plank as a remembrance. 7. D T E V N R A – green with grass and other vegetation Sentence: The cows grazed on the lush and _____ hills of Bohol. 8. M E L R A – a kingdom or domain. Sentence: The forest is a lion’s _______. 9. D I R D K N E – similar in kind or related (as a family) Sentence: Grandmother held a party for all her children and _______. 3. Lesson Activity Fulfill Me, Point It Out! Find My Form, Color Me The class will read a poem out loud entitled “For the Young Yearning a Song of Green.” The reading will be divided per stanza, and guide questions will be asked for every pauses. For the Young Yearning a Song of Green By Arnold Molina Azurin Never tell the children trees are numb They hold secrets Of soil or sun: they lisp their quiet 7  Melodies of green Exuberance to passerby. Twigs trip the wind So leaves may flutter Their fragrant salutes, griefless goodbyes. Guide Questions (Fulfill Me): 1. Character: Who do you think is the one speaking in the poem? 2. Characterization: What word/s support the author’s claim to “Never tell the children trees are numb”? 3. Conflict: Which line in the poem tells that there is a conflict? 4. Plot: How was the story revealed? Within their trunks, rings are ingrained, Telling of refrains Of lush rain or blooming: Times pilgrimage But upon the bark Tender passages are etched: Jun loves Ester Complete with the year, Arrow and heart border, despite the order “Defacing Trees is Punishable.” Guide Questions (Find My Form): 1. What are the words that rhyme? 2. What emotion or tone is present in the poem. Pick out the text evidence. 3. What pattern is used? Look at how the lines are being written. Teacher will process the 4. Can you describe the choice of words(diction) used in the poem. students’ answer and will focus only on how to enlighten the latter on these basic figures of Stillness is yet their clearest expression speech and how they can be In beckoning birds and used in developing poetry. Orchids onto their limbs. Now bear in mind, Each leaf falling Is the precious page in their petition For still a verdant season Guide Questions (Color Me): Color the words described by the highlighted words. Then, answer the following: 1. Whose attributes or descriptions do these words refer to? 8  2. What figure of speech do you think is used? 3. What are figures of speech? Do you know of other figures of speech like simile and metaphor? Can you mention some examples? 4. In what point of view the poem is presented? 5. How are the sequencing of the idea delivered? 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 2. Reflection on Learning This activity encourages Activity: Sharing Learning Moments and Areas for Improvement students to reflect on their 1. Group Formation: The teacher divides the class into small groups. learning experiences, identify 2. Group Discussion: Within each group, students share their observations about areas for improvement, and their best learning moments and areas where they think they can improve. practice collaboration and presentation skills. 3. Consolidating Answers: Each group consolidates their answers into a summary. The teacher should give the 4. Class Presentation: Two representatives from each group present their group's students sufficient time to summary to the class. accomplish their reflection task. IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS A. Evaluating DAY 4 Learning 1. Formative Assessment Using the poem “For the Young Yearning a Song of Green,” the class needs to do the following: 9  1. Pick out the text evidence, the place where the story is written, lines which you can relate about history, and the group of people the poem context is connected to. 2. Give reasons to support your answers for question number 1. (Use the table below as reference) 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 stuff. learner 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 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 consider this as an input for What roles did my students play in my lesson? the LAC/Collab sessions. 10  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? 11