Q1 Lesson Exemplar for English Grade 7 English (PDF)

7 Quarter 1 Lesson Exemplar for 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 Curric...

7 Quarter 1 Lesson Exemplar for 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 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 Standards 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 and Objectives Lesson 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 1 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 Feedback optional. 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 following Image references: 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. 2  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 3  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- questions: search/?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 the their responses using the concept of poetry? provided diagram, specifically 2. What did you learn about your own experiences with reading, writing, and on the flower petals and leaves. understanding poetry while making the concept map? Each group will then read their 4  3. If you were to analyze a poem right now, what would be the first step you answers aloud to the class. 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 design. This includes things like how it rhymes, the rhythm of the words, how the 4. Worked Example lines are grouped into stanzas, and how it looks on the page. During the discussion of Line – The basic unit of poetry, often characterized by its length, rhythm, concept, the teacher may also and arrangement on the page. ask the input of the students Imagery – Descriptive language that appeals to the senses, creating vivid using the following questions: mental pictures and sensory experiences for the reader. This means the Do you agree that knowing writer chooses words that help you imagine how things look, sound, feel, the basic elements of smell, or taste. poetry is important? Why? Sound Devices – Techniques such as rhyme, rhythm, alliteration, Why do you need to assonance, consonance, and onomatopoeia that create auditory effects and determine the context of a enhance the musicality of a poem. poem? How will this help Figurative Language- Figurative language adds depth, nuance, and emotion you? to poetry by going beyond literal meanings and inviting readers to interpret What will happen if you and experience the text in different ways through the use of metaphors, have a clear distinction of similes, personification, hyperbole, etc. It allows poets to convey complex each basic elements of ideas, emotions, and experiences through imaginative and creative language. 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 motivations, emotions, and perspectives behind their poems. 5  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 Our heritage, a tapestry rich and grand, Woven with stories of our native land. Practice Task From Luzon's mountains to Mindanao's shores, The teacher will ask the class to Filipino identity, forever soars. work in groups to analyze the given poem and to answer the Guide Questions: guide questions provided. Each 1. How would you describe the form and structure of the poem? What do you group will take turns sharing notice about the length and arrangement of the lines? insights in front of the class. 2. Did the author use any imagery, sound devices (like rhyme or alliteration), or figurative language (like metaphors or similes)? Provide examples from the The teacher may allow the poem. students to visit the school 6  3. What do you think is the main message or theme of the poem? How well did library, consult their modules/ 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 author's materials, or use the internet life, the historical period, or the cultural setting when the poem was written. with their supervision. 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 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? 7  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 A. Evaluating DAY 4 Learning 1. Formative Assessment Instruction: Examine the sections of the poem provided and complete the table by Formative Assessment sharing your insights. Then, discuss important themes from the poem and connect Strauss, L. (2015). A Filipino them to your own local identity or the broader Filipino identity. Dream – My Spirit. Poetrysoup. https://www.poetrysoup.com/ A Filipino Dream – My Spirit 8  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, 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 9  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. 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? 10