Q1 Lesson Exemplar for English Grade 7 PDF

7 Quarter 1 Lesson Exemplar Lesson for English 6 Lesson Exemplar for English Grade 7 Quarter 1: Lesson 6 of 8 (Week 6) SY 2024-2025 This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during...

7 Quarter 1 Lesson Exemplar Lesson for English 6 Lesson Exemplar for English Grade 7 Quarter 1: Lesson 6 of 8 (Week 6) 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: Mirasol Cabadson (Malabon National High School) 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]. 2 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 EN7LIT-I-4 Compose literary texts using appropriate structure Competencies 1. Supply the purpose and features of lyric, dramatic and narrative poetry. and Objectives 2. Compose poems by following a model reflecting Filipino love, culture and aspirations and observing the structure elements of poetry. 3. Share point of view about poems- lyric, dramatic and narrative. D. Content Purpose and Features of Poetry (Dramatic, Lyric and Narrative E. Integration SDG 5: Achieve gender equality and empower all women and girls. SDG 1: End poverty in all its forms everywhere. II. LEARNING RESOURCES Armee Antonio. (n.d.). Senakulo Script (English). Scribd. https://www.scribd.com/document/422478945/Senakulo-Script-English Castro, S. (n.d.). Sonnet-I-Philippines.pptx. Scribd. https://www.scribd.com/presentation/451184866/Sonnet-I-Philippines-pptx My Favorite Song Collection. (2021, December 22). SET YOU FREE /lyrics By: Side A [Video]. YouTube. https://www.youtube.com/watch?v=KEupAJOKNSo Pera, A. (2017, July 17). Poems. SlideShare. https://www.slideshare.net/angelitopera/poems-77952419 Polyeastrecords. (2021, October 16). Joey Albert & Pops Fernandez - Points of View (Official Lyric Video) [Video]. YouTube. https://www.youtube.com/watch?v=nmw_Jp8lT94 Regalado, J. (n.d.). Ballad of a Mother’s Heart by Jose la Villa Tierra. Scribd. https://www.scribd.com/doc/154061745/Ballad-of-a-Mother-s- Heart-by-Jose-la-Villa-Tierra 1 III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS A. Activating Prior DAY 1 Allow the students to fill out Knowledge Short Review the boxes below with Know Me More necessary descriptions to Ask students to write down significant information they can recall about Lyric, find out more about their Dramatic and Narrative poetry. Allow the students to use the illustration below as prior knowledge and their guide. understanding about the lesson. 2 B. Establishing 1. Lesson Purpose Lesson Purpose Let the class watch the video and ask them to write down significant information shown. Video Link: https://www.youtube.com/watch?v=nXvJsarLxQc Questions: What is lyric poetry? How does it differ to narrative and dramatic poetry? Sing and Pick! Directions: Allow the students to sing the song and write down some significant lines which you can relate to. https://www.youtube.com/watch?v=KEupAJOKNSo Process the students’ answers and direct students to the lyric poetry which is one of the types which has been discussed and connect the discussions to dramatic 2. Unlocking Content Vocabulary and narrative types. Look AT ME Directions: Allow the students to read the sample poem below and pay attention to how the poem is formed and structured. Proem Jose Garcia Villa The meaning of a poem is not a meaning of words. The meaning of a poem is a symbol like breathlessness of birds. A poem cannot be repeated in paraphrase. A poem is not thought but grace. A poem has no meaning but loveliness. A poem has no purpose than to caress. Questions: 1. What words rhyme? 2. How many lines does the poem have? 3. What lines are similarly structured. 4.What is the purpose of the writer? Give your reason/s. 3  5.Do you think it has musicality? Why? 6.What does the poem want to convey? 7. How do you describe your friend? How would you take care and value your friendship? Points of View: Let students listen to the song, Points of View by Pops Fernandez and ask them to sing and study the lyrics. https://www.youtube.com/watch?v=nmw_Jp8lT94 C. Developing and DAY 2 Deepening 1. Explicitation Teacher can vary his/her Understanding SPOT THE DIFFERENCE strategy on how to present Directions: Ask students to have a walk through the examples of poem given, fill the lesson). Then, teacher out the chart to show if the structure elements are present. will process the students answer and direct them on POEM 1: how the poem is constructed. SONNET I Jose Garcia Villa First, a poem must be magical, Then musical as a seagull. It must be a brightness moving And hold secret a bird’s flowering It must be slender as a bell, And it must hold fire as well. It must have the wisdom of bows And it must kneel like a rose. It must be able to hear The luminance of dove and deer. It must be able to hide What it seeks, like a bride. And over all I would like to hover God, smiling from the poem’s cover. POEM 2: Senakulo (Excerpt) 4  Help the learners Jesus had cried again with a loud voice, yielded up the ghost understand that poem no. 1 And, behold, the veil of the temple was rent in twain from the top to the bottom; is considered lyric poetry and the earth did quake, and the rocks rent; because it is the expression And the graves were opened; of man’s thoughts and and many bodies of the saints which slept arose, And came out of the graves after his resurrection, feelings and is intended to and went into the holy city, and appeared unto many. be sung. Poem 2 is a good piece to be POEM 3: acted on stage so it is Ballad of a Mother's Heart considered as dramatic Jose La Villa Tierra poetry The night was dark, for the moon was young Poem 3 is a narrative And the stars were asleep and rare; because it tells a story, The clouds were thick, yet Youth went out To see his Maiden fair. "Dear One," he pleaded as he knelt However, the teacher has to Before her feet, in tears, make it clear that if it is "My love is true; why have you kept intended to be sung then it Me waiting all these years?" can also be considered as lyric poetry. The maiden looked at him unmoved, It seemed, and whispered low: "Persistent Youth, you have to prove By deeds your love is true." "There's not a thing I would not do For you, Beloved," said he. "Then go," said she, "to your mother dear And bring her heart to me." 5  Structure Elements of a Poem Present Not Proof Found A. Conflict Character VS. Character character vs. society character vs. nature/environment B. Character C. Characterization D. Plot: linear and flashback E. Rhyme and meter F. Diction G. Tone and mood H. Style I. Patterns and motifs J. Figures of speech and sound devices K. Point of view and narrative techniques 2. Worked Example Lyric poetry refers to a short poem, often with songlike qualities, that expresses the speaker’s personal emotions and feelings. Historically intended to be sung and accompany musical instrumentation, lyrics now describe a broad category of non-narrative poetry, including elegies, odes, and sonnets. Narrative poem is the oldest form of poetry, and one of the oldest forms of literature. It is used to tell a story. The poet combines elements of storytelling— like plot, setting, and characters—with elements of poetry, such as form, meter, rhyme, and poetic devices. 6  Dramatic Poetry is a form of poetry that is written in verse and meant to be recited in public or acted out. Dramatic poetry is often in the form of long speeches either to another actor, the audience, or oneself by musing aloud. Structure Elements Conflict, character vs. character, characterization, plot, linear and flashback, rhyme and meter, diction, tone and mood, style, patterns and motif, figures of speech and devices, point of view and narrative techniques and organic unity. The poems may include values, attitudes, beliefs, traits and culture. Poems are also the expressions of feelings, thoughts, attitudes and aspirations in life. Read the following poem and answer the questions that follow: The highway dust is on my face, I long for rest, for home, for grace. My boots are worn, my heart is sore, I wonder if I'll see them anymore. Questions: 1. Does the poem tell a story about a character's journey? 2. Does it have elements like plot, setting, and characters? 3. Based on the clues, what type of poem is this most likely to be? 3. Lesson Activity Follow Me Ask the students to read the example poem given. Ask them to compose their own original poem by following the given model. You may present the following set of ideas as writing prompts: 1. Drought: Sun, Land 2. Love: God, Society 3. Flood: Water, Debris 4. War: Soldiers, Freedom 5. Progress: Hard-work, Innovation The Storm Godofredo Bruce Bunao 7 The sea Has taken over the boulevard The tree Stands stiffly, the last guard, The storm Prepares the strongest breath Its form Carrying a cold, wet death, The tree Is suddenly caught off guard And the sea Key to corrections: Is all there is to see The sea is all there is. 1. Yes, the poem describes a Rubrics for writing poetry focusing on elements of structure character's feelings during Points Points Description Description a journey, mentioning worn boots, longing for 15-20 Excellent The structure is intentional and elements flow home, and uncertainty seamlessly together to about the future. enhance meaning of 2. It hints at a plot (the message. journey) and mentions a character's internal Poem is complete. 10-14 Good The structure is intentional struggle. and elements flow together 3. This poem is most likely a to enhance meaning of narrative poem. It uses message. elements of storytelling to Poem is complete. convey the speaker's 5-9 Fair Structure somewhat emotions during a contributes to meaning. journey. Poem is not fully developed. 0-4 Poor Overall form lacks coherence and message is unclear. Poem is not complete. 8  DAY 3 Listen and Construct Directions: Play instrumental music and ask students to listen to it and compose a four-stanza poem on what thoughts and emotions they can evoke from the song. https://moody.utexas.edu/sites/default/files/POSTER%20Rubric.docx.pdf Rubrics Points Points Description Description 15-20 Excellent The structure is intentional and elements flow seamlessly together to enhance meaning of message. Poem is complete. 10-14 Good The structure is intentional and elements flow together to enhance meaning of message. Poem is complete. 5-9 Fair Structure somewhat contributes to meaning. Poem is not fully developed. 0-4 Poor Overall form lacks coherence and message is unclear. Poem is not complete. D. Making DAY 4 Generalizations 1. Learners’ Takeaways Complete Me Ask students to complete the lines with the appropriate words that rhyme to form complete the poem. Lovely birds are ________ Swaying, dancing and ______ In their mouths are words of praise 9  For heaven’s abundant ________. Flowers are _________ Praying to God. Praising for all the ________ Nature has given. 2. Reflection on Learning Directions: Ask learners to complete the following statements as part of their reflections about poetry. I have learned that poetry is _____________________________________________. Writing poem include the different structure elements such as __________________________________________________________________________. Lyric poetry is ___________________________________, Dramatic poetry pertains to ______________________________, while Narrative poetry focuses on ______________. IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS A. Evaluating 1. Formative Assessment Learning Write My Poem Directions: Ask learners to compose a poem for their mothers or anyone in the family whom they want to share it with. Ask them to apply the structure elements learned. Rubrics 10  Points Points Description Description 15-20 Excellent The structure is intentional and elements flow seamlessly together to enhance meaning of message. Poem is complete. 10-14 Good The structure is intentional and elements flow together to enhance meaning of message. Poem is complete. 5-9 Fair Structure somewhat contributes to meaning. Poem is not fully developed. 0-4 Poor Overall form lacks coherence and message is unclear. Poem is not complete. B. Teacher’s Note observations on The teacher may take note Remarks any of the following Effective Practices Problems Encountered of some observations This lesson design areas: related to the effective component prompts practices and problems the teacher to strategies explored encountered after utilizing record relevant the different strategies, observations materials used materials used, learner and/or critical engagement and other learner engagement/ teaching events related stuff. interaction that he/she can reflect on to assess Others Teachers may also suggest the achievement of ways to improve the objectives. The different activities documenting of explored/lesson exemplar. experiences is guided by possible areas for 11 observation including teaching strategies employed, instructional materials used, learners’ engagement in the tasks, and other notable instructional areas. Notes here can also be on tasks that will be continued the next day or additional activities needed. Teachers can be provided with notes on which particular lesson component(s) they can focus on. C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every Reflection ▪ principles behind the teaching lesson conducted/ This lesson design What principles and beliefs informed my lesson? facilitated is essential and component guides Why did I teach the lesson the way I did? necessary to improve the teacher in practice. You may also reflecting on and for ▪ students consider this as an input practice. Entries on What roles did my students play in my lesson? for the LAC/Collab this component will What did my students learn? How did they learn? sessions. serve as inputs for ▪ ways forward the LAC sessions, What could I have done differently? which can center What can I explore in the next lesson? on sharing best 12 practice; discussing problems encountered and actions to be taken; and identifying anticipated challenges and intended solutions. Guide questions or prompts may be provided. Some examples are given here. 13