Q1_LE_English 7_Lesson 8_Week 8.pdf

7 Quarter 1 Lesson Exemplar Week for English 8 Lesson Exemplar for English Grade 7 Quarter 1: Lesson 8 of 8 (Week 8) SY 2024-2025 This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during th...

7 Quarter 1 Lesson Exemplar Week for English 8 Lesson Exemplar for English Grade 7 Quarter 1: Lesson 8 of 8 (Week 8) 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 Writer: PNU-RITQ Development Team Validator: PNU-RITQ Development Team 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 word knowledge as used in formal and informal situations; knowledge of grammatical Standards structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating text skills; and knowledge of non-verbal cues and propaganda techniques to produce culture-based texts based on one’s purpose, context, and target audience. B. Performance The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture- Standards based texts: narrative, expository, and persuasive texts appropriate for their purpose context (Indigenous People and regional celebrations); and target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language. C. Learning Publish an original literary text that reflects culture (Poem). Competencies 1. Analyze how cultural elements (e.g., traditions, beliefs, folklore, symbolism) influence and shape the lives and and Objectives stories of the people within a chosen culture. 2. Integrate cultural elements into literary work. 3. Communicate cultural nuances through a poem (ensure their original poem accurately and respectfully portrays the chosen culture). 4. Publish original work. D. Content Publishing Literary Texts E. Integration Pride in being Filipino and sense of community II. LEARNING RESOURCES Clark, J. (2018). “IFUGAO DIVINITIES: Philippine Mythology & Beliefs.” The Aswang Project, https://www.aswangproject.com/ifugao- divinities-philippine-mythology-beliefs/ Mayuga, K. (2020). Why Philippine Mythology is a Constant Reminder of Our Roots. Media Commoner. Retrieved on June 3, 2024 from https://mediacommoner.medium.com/why-philippine-mythology-is-a-constant-reminder-of-our-roots-cbaa4fafda9a MythLok. Philippine Mythology. Retrieved on June 3, 2024 from https://mythlok.com/world-mythologies/asian/philippine/ 1 III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS A. Activating Prior DAY 1 Knowledge 1. Short Review Folklore and Symbolism. Many Filipino poems weave in elements from Filipino folklore (e.g., tales of mythical creatures like the sarimanok) or use symbols with cultural significance (e.g., rice symbolizing abundance). Traditions and Beliefs. Poems might explore the importance of "pagmamano" (respectful hand-kissing gesture) or the value of family in Filipino society. Choose a Filipino poem you encountered earlier (or a new one). 1. Can you identify any cultural elements present? 2. How do these elements influence the poem's meaning or theme? 2. Feedback B. Establishing 1. Lesson Purpose You can all explain that “By Lesson Purpose Tell your students that, “Today, we are embarking on a creative journey to do integrating cultural elements just that! In this lesson, we will explore the power of cultural elements in thoughtfully, they can enriching poetry. We will delve into the traditions, beliefs, and symbols that transform from a reader to a shape a culture's identity and discover how these elements can be woven into storyteller, sharing the beauty your original poem.” and essence of a chosen culture through the art of Questions: poetry. 1. Think back to poems you've read or heard. Have you ever encountered a poem that felt so vivid and powerful, it transported you to a different place or culture? What made that poem so effective? 2. Can you identify any elements that helped create that feeling of immersion? Did the poem mention specific traditions, beliefs, or symbols of a particular culture? Did the language paint a clear picture in your mind? 3. Imagine yourself as a storyteller. How can you use poetry to share the beauty and essence of a particular culture? What elements would you need to consider creating a respectful and accurate portrayal? 2  Category Description Example Traditions Celebrations, rituals, Picture of a "Sinulog" customs festival Beliefs Religious practices, Symbol of the Sto. Niño mythology, indigenous religions Folklore Myths, legends, folktales Illustration of the "Maria Makiling" story Symbolism National symbols, objects Picture of a "sampaguita" with cultural meaning flower Emphasize to your students that their goal is write/create poems that sound great, paint pictures with words, and show respect for different cultures by telling their stories accurately. Say: 2. Unlocking Content Vocabulary Use Student Work Sheet #1 Activity 1. Cultural Collage A. Culture Collage Gather pictures, illustrations, or short text snippets that represent different Filipino cultural elements (traditions, beliefs, folklore, symbolism). B. Vocabulary Showcase On your collage, write down the vocabulary words you learned throughout the activities and explain their connection to the specific cultural elements represented. For example, you could showcase a picture of a "Sinulog" festival with the word "Santo Niño" and explain its significance as a religious symbol. 1. Write down the vocabulary words you learned throughout your exploration of Filipino culture. 2. Choose a specific cultural element from your collage or chart and explain the connection between them. 3. Use complete sentences to explain how the vocabulary word relates to the cultural element it represents. Example: 3  Vocabulary Word: Pista (Festival) Cultural Element: Picture of the Sinulog Festival (Option 1) or "Traditions" category in the chart (Option 2) Explanation: The picture (or category) shows the vibrant Sinulog festival, which is a tradition held in Cebu to honor the Santo Niño (Holy Child Jesus). C. Developing and 1. Explicitation Deepening A. Discuss the concept of "pagmamano" (respectful hand-kissing gesture) as a Understanding Filipino tradition of showing respect to elders. Then, ask students to read the following excerpt from "Ang Pagbabalik" by Amado V. Hernandez: “Nay,” tawag ko, luhhod ako at sasaludo sana sa kanya ngunit pinigil niya ako. “Huwag kang lumuhod, anak,” malumanay niyang sabi. “Hindi na kailangan pa ng mga ganitong ritus (ri-tum – tradition) ngayon.” (N.B. "Ritus" is the Tagalog word used in the poem, but "tradisyon" is a more common term). After the discussion, ask students the following questions: 1. What does the excerpt reveal about the importance of "pagmamano" in Filipino culture? 2. How does the use of the word "tradisyon" (tradition) add meaning? a. Can you think of other situations where "pagmamano" might be practiced? B. Briefly discuss the significance of myths and legends in Filipino culture, often explaining natural phenomena or historical events. Then ask students: 1. How does this myth or legend explain a natural phenomenon or historical event? 2. What cultural values or beliefs does it embody? Writing a Haiku Now that students have gained the necessary background, guide them to creatively integrate Filipino cultural elements into their own writing. The following activity is You can check the link for a called, Haiku with a Filipino Twist. Before doing the activity, introduce the concept video on How to Write a Haiku | of Haiku, a traditional Japanese poem with three lines (5-7-5 syllables). Beginner Friendly Poetry Tips: https://www.youtube.com/watch?v=r6p- VOIkht8 4 A haiku is an unrhymed Japanese poetic form consisting of 17 syllables arranged in three lines with five, seven, and five syllables, respectively. It expresses much and suggests more in the fewest possible words. While Haiku itself is not a traditional form of Philippine poetry, some contemporary Filipino poets do experiment with this Japanese poetic form and infuse it with Filipino themes and imagery. Here's an example: Rice terraces rise, Emerald steps to heaven's gate, Ancestors watch. This Haiku references the "hagdan-hagdang palayan" (rice terraces) - a UNESCO World Heritage Site in the Philippines. It uses imagery of the lush green rice paddies and connects them to a spiritual realm, potentially referencing the animistic beliefs of some indigenous Filipino groups. DAY 2 2. Worked Example Activity 2. Write a Haiku poem (in English or Tagalog) that incorporates a Filipino cultural element (e.g., a traditional food, a festival, a piece of clothing). Explain your Haiku by identifying the cultural elements integrated in it. Example: Use Student Work Sheet #2 Lugaw sa Umaga (Breakfast Porridge) Steaming white comfort, Mangga on the side, a sweet start, Spoon warms the soul too. My Haiku A. Write your Haiku here. B. What is your Haiku about (Cultural Elements): 5 DAY 3 - 4 3. Lesson Activity Explain to your students the rubrics/criteria for assessing a Haiku. Needs Excellent (4 Criteria Good (3 points) Fair (2 points) Improvement (1 points) point) Haiku mostly Haiku Haiku has some Haiku strictly follows the 5-7-5 significantly Syllable deviations from follows the 5-7-5 syllable pattern, deviates from the Structure the 5-7-5 syllable syllable pattern. with minor pattern. 5-7-5 syllable The rubric is a guideline that deviations. pattern. can be adjusted to meet the Vivid and Some sensory sensory details details are Few or no specific learning objectives of The poem lacks a your lesson. You can modify Imagery paint a clear present, but the sensory details clear image. picture in the image could be are used. the point values or add extra reader's mind. stronger. criteria to suit your needs. A well-chosen A season word is season word No season word present, but it No attempt is Season Word subtly suggests is present, or the may not be the made to include (Optional) the season attempt is most fitting a season word. without being awkward. choice. overly literal. Haiku effectively integrates Haiku includes Haiku lacks Haiku does not cultural elements some cultural cultural attempt to Cultural (traditions, elements, but elements, or any incorporate Elements beliefs, symbols) they may not be attempt is cultural to create a sense fully developed or unclear or elements. of place or integrated. inaccurate. cultural identity. Haiku evokes a Haiku evokes Haiku has little Haiku does not Emotional strong emotional some emotion in to no emotional evoke any clear Impact response in the the reader. impact. emotion. reader. Haiku presents a Haiku shows Haiku relies on Haiku lacks Originality fresh and unique some originality clichés or originality. perspective. in its approach. overused ideas. Haiku is mostly Haiku is clear, clear but may Haiku has some Haiku is unclear Clarity & Flow concise, and have minor unclear phrasing and difficult to flows smoothly. awkward or awkward flow. understand. phrasing. 6 Total Points: | 28 | 24 | 16 | 8 | Grading Scale: 28-24 points: Excellent 20-23 points: Good 12-19 points: Fair 8-11 points: Needs Improvement After discussing the rubric, you can now ask your students to assess their classmates’ Haiku. Activity 3. Peer Review and Appreciation. Have students exchange poems with classmates. Each student reads the assigned poem, and rates it using the rubric for assessing a Haiku previously discussed. Activity 4. Classroom Poetry Café: Culture Corner Showcase. Step 1. Have students decorate the area with artwork or cultural objects related to their poems. Step 2. (Presentation) Each student prepares a short presentation for the class, reading their poem aloud and explaining the cultural element it incorporates (if applicable). Step 3. Encourage classmates to ask questions and share their interpretations of the poems. Step 4. (Gallery Walk) After presentations, students can visit the "Culture Corner" at their own pace, rereading poems and appreciating the cultural context. Activity 5. Exploring Publication Opportunities. Have students explore various publication options for their poetry, weigh the pros and cons of each platform, and receive support in the publishing process. Use Student Work Sheet #3 Materials: a. Whiteboard or Projector b. Markers or Pens c. Chart Paper (optional) 7  d. Examples of school literary magazines (if available) Dedicate a space in the e. Access to computers or tablets (if discussing social media) classroom as a "Poetry Café" or "Culture Corner." Step 1. Brainstorming Publication Possibilities a. Begin by asking students a question: "Imagine you've written a fantastic Note that Activity 4 can be poem you'd love to share with the world. How could you get it published?" group work. b. Encourage students to brainstorm different publication options (e.g., school literary magazine, online platforms, local newspapers). c. List the options on the board or chart paper. Step 2. Investigating Options Choose two main publication avenues to explore in detail: School Literary Magazine and Social Media Platforms. If it is not against school policy, a. For the School Literary Magazine: you can also have your 1. Discuss the pros: Provides a platform within the school community, students use mobile phones in potential for recognition from peers and teachers. case a laptop, PC, or a tablet is 2. Discuss the cons: Submission guidelines and deadlines that need to not available. be met. b. For Social Media Platforms: 1. Discuss the pros: Wide reach, potential for engagement with a broader audience. 2. Discuss the cons: Requires careful navigation of privacy settings and safety considerations. If discussing social media, Step 3. Student Choice & Support consider these options: a. Allow students to choose their preferred publication option based on their goals and comfort level. 1. Show students examples of b. Offer support to students throughout the process. This might include: appropriate social media 1. Assisting them with finding submission guidelines for the school platforms for sharing poetry literary magazine. (e.g., dedicated poetry 2. Guiding them on creating a safe and appropriate social media groups, student writing presence for sharing their work. platforms). 3. Proofreading and editing their work before submission (if applicable). 2. Guide them through platform-specific safety tips 8  and responsible online behaviors (e.g., privacy settings, avoiding plagiarism, appropriate language). D. Making 1. Learners’ Takeaways Generalizations a. I have learned that publishing my Haiku involves more than just writing the poem. I need to consider _____________________ (consideration like format, platform, audience). b. I realized that sharing my work with others through publication can be _____________________ (positive emotions like exciting, rewarding) but also a bit _____________________ (positive or negative emotions like nerve-wracking, challenging). 2. Reflection on Learning a. Did incorporating a Filipino cultural element in your Haiku change how you approached the poem? b. What aspect of publishing your Haiku did you find most unexpected? Was it easier or harder than you anticipated? c. Think about the feedback you received during peer review. Did it highlight any areas in your Haiku that you could strengthen? How did it help you refine your poem? d. What challenges do you anticipate facing when sharing your work there? What opportunities for feedback or connection does this platform offer? e. As you think about sharing your creative work in the future, what new things would you like to explore? Are there different publishing avenues you'd like to learn more about? 9 IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS A. Evaluating Formative Assessment Answer key: Learning Instructions: Read each question carefully and choose the best answer. 1. How many syllables does the first line of a Haiku poem typically have? 1. b) 5 a) 3 b) 5 c) 7 d) 10 2. b) Sensory details that 2. What is a characteristic of effective imagery in Haiku? a) Abstract ideas and paint a clear picture complex emotions b) Sensory details that paint a clear picture c) Long, descriptive 3. b) Japan sentences d) Rhyming words at the end of each line 4. b) A moral lesson (Haiku 3. Haiku poems often originate from what country? typically focuses on a) China b) Japan c) Korea d) India 4. Which of the following is NOT a common element integrated into Haiku poems? capturing a moment or a) A season word b) A moral lesson c) Vivid imagery d) A specific emotion image, not teaching a 5. How can incorporating a Filipino cultural element into your Haiku enrich the lesson) poem? a) It adds unnecessary complexity. 5. b) It creates a sense of b) It creates a sense of place and cultural identity. place and cultural c) It makes the poem too long. identity. d) It takes away from the universality of Haiku. 6. d) Mangoes (Mangoes are 6. Here's a Haiku: "Sweet mangoes ripen, Golden scent fills the warm air, Summer's associated with summer bounty blooms." What season word is used in this Haiku? in the Philippines) a) Sweet b) Golden c) Warm d) Mangoes 7. c) A traditional food (like 7. What is an example of a Filipino cultural element you could integrate into your Adobo) Haiku? 8. d) All of the above a) A historical landmark b) A famous pop star (Consider all aspects for c) A traditional food (like Adobo) d) A brand-name clothing item constructive feedback) 8. You are giving peer feedback on a classmate's Haiku. What is the MOST important 9. c) Following platform- aspect to consider? specific privacy settings a) Whether you like the poem personally 10. a) Proofread for any b) How well the poem follows the 5-7-5 syllable structure spelling or grammar c) How clearly the poem conveys its message errors. d) All of the above 9. When publishing your Haiku online, what is an important safety consideration? a) Sharing your full name and address b) Using a creative pen name c) Following platform-specific privacy settings d) Posting the Haiku without permission from your teacher 10. After revising your Haiku based on feedback, what is the final step before sharing it with a wider audience? 10  a) Proofread for any spelling or grammar errors. b) Ask your classmates for another round of feedback. c) Submit it to a publication d) Change the theme of the poem entirely. 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 How did I choose the materials I used for this lesson? consider this as an input for ▪ Students the LAC/Collab sessions. What roles did my students play in my lesson? What did my students learn? How did they learn? ▪ Ways forward What strategies will I continue using which worked well for this lesson? What could I have done differently? What can I explore in the next lesson? 11