Grade

School SIBALOM NATIONAL HIGH SCHOOL Level 7

DAILY Learning
Teacher ANNA JANE A. MENDOZA Area ENGLISH
LESSON Teaching February 17,2020
PLAN Date and 9:45-10:45 Quarter FOURTH
Time 1:00-2:00
2:00-3:00
3:00-4:00
I. OBJECTIVES

The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the
A. Content demands of the global village; various extended text types; lexical and contextual cues; appropriate and polite oral
Standards language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh -questions.

The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village;
B.Performance using appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand
Standards unfamiliar words and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance
and behavior in various information-sharing formats.

C. Learning 1. Identify the distinguishing features of selected literary genres during the Contemporary Period (EN7LT-
Competencies/ IV-a6-.1:)
Objectives

Specific objectives:
a) Enumerate the different elements of poetry,
b) Understand the meaning of the poem.

II. CONTENT Topic: Basic Elements of Poetry

III. LEARNING RESOURCES
A. References
Learners Material 423-424
B. Other
Learning Cartolina, paper strips
Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for
the lesson. (Motivation)
C. Presenting
examples/instances of the new
lesson. (Elicit)
D. Discussing new concepts
and practicing new skills #1
(Engage)
Teacher’s Activity Student’s Activity
The teacher will ask the following questions to  A fantasy is the product of the
check students’ understanding of the previous imagination.
lesson.  A reality is actual existence, actual
fact.
 What is fantasy?  A realistic story tells about things that
 What is reality? could really happen. A fantasy tells
 What are the difference between the two? about things that could not happen in
real life.
 The teacher will group the class into
three (3). Let them arrange the
scrambled words into its correct form.
1. MOPE  POEM
2. TZAANS  STANZA
3. HYREM  RHYME
4. TRYOPE  POETRY
 The teacher will discuss the meaning of
poetry and give more examples.
 The teacher will discuss the basic
elements of a poem.
 Basic Elements of a Poem
Poetry is defined as ‘literature in a metrical
form’ or ‘composition forming metric lines’.

Stanza - a series of lines grouped together

Couplet (2 lines)
Tercet (3 lines)
Quatrain (4 lines)
Cinquain (5 lines)
Sestet (6 lines)
Septet (7 lines)
Octave (8 lines)
Rhyme – repetition of similar sounds
I saw a fairy in the wood,
He was dressed all in green.
He drew his sword while I just stood,
And realized I’d been seen.
Rhyme scheme – a continuation of rhyme
Meter – basic structural make-up of a poem
Rhythm – music made by the stressed and
unstressed syllables
Theme – message of the poem
Symbolism – symbols that convey message.

E. Discussing new concepts and  Let the students read the poem “God
practicing new skills #2 said, “I Made a Man” by Jose Garcia
(Explore) Villa

God said “I Made a Man”

Jose Garcia Villa
God said, “I made a man  The poem tells us that we need to
Out of clay’’ – believe in God because he created
But so bright he, he spun us and we are all his children. We
Himself to brightest Day should not forget the one who is the
Till he was all shining gold, source of everything, Him.
 And oh,  The attributes of God being
He was handsome to be hold! described in the poem are kindness,
But in his hands held he a bow merciful and omnipotent.
Aimed at me who created  The attribute of a man that is shown
Him, And I said,
in the poem is being ungrateful of
“Wouldn’t thou murder me
what God has given him.
“Who am thy Fountainhead”
Then spoke he the man of gold
‘I will not
Murder thee, I do but
Measure thee, Hold
Thy peace! And this I did,
But I was curios
Of this so regal head.’
‘Give thy name! – Sir! Genius

 Ask students these comprehensive

questions:
1. What is the message of the poem?

2. What attribute of God is being

describe in the poem?
3. What attribute of a man that is
being presented in the poem.

F. Developing mastery (leads to
formative Assessment #3)
(Explain)
 How many stanza are there in the  There are 7 stanzas in the poem.
poem?  “Gold” it symbolizes wealth and
 Give any symbol that you can see in power.
the poem?
 What other elements of poetry that can
be seen in the poem?
G. Finding practical applications  What does the poem implies to you as  The poem made me realized that my
of concepts and skills in daily son/daughter of your parents? parents are precious, without them I
living. am not here in this world. I will love
(Elaborate) and respect them.

H. Making Generalizations and  What is poetry?  Poetry is defined literature in

abstractions about the lesson.
 What are the Elements of Poetry? metrical form or composition
forming.
 The elements of poetry are stanza,
rhyme, rhyme scheme, meter,
rhythm, theme, symbolism and
imagery.

Instruction. Match the statements on

I. Evaluating learning column A to column B.
(Evaluate)
Column A Column B
1. D
2. A
1. It is a stanza of a poem A. Rhyme
3. B
which has four (4) lines. B. Stanza 4. C
2. It is the recurrence or C. Theme 5. E
the repetition of similar D. Quatrain
sounds in poetry. E. Rhythm
3.It is a series of lines
grouped together.
4.Underlying message
of the poetry.
5. Music made by the
stressed and
unstressed syllables.
 J. Additional activities for
application or remediation.
(Extend)
V. REMARKS
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who required
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

Prepared by:

Anna Jane A. Mendoza

Student Teacher
Checked by:

Ma. Perpetua Socorro O. Cagape

Critic Teacher