School Castor Alviar National High School Grade Level SEVEN

Teacher JMAR I. ALMAZAN Learning Area ENGLISH

Date JANUARY 27, 2020 Quarter FOURTH
Sections LYRA, AQUILA, CASSIOPEIA, HYDRA

1. Identify the images and sense impressions used in conveying the message
of the poem,
-I. OBJECTIVES 2. Show understanding of the theme through making a poster, and
3. Discover Philippine Literature as a means of having a better understanding
of man
The learner demonstrates understanding of: contemporary Philippine literature as a means
of responding to the demands of the global village; various extended text types; lexical and
 CONTENT STANDARDS contextual cues; appropriate and polite oral 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
 PERFORMANCE today’s global village; using appropriate strategies to comprehend extended text types; using
STANDARDS lexical and contextual clues to understand unfamiliar words and expressions; using imperatives,
prepositions, and appropriate and polite oral language, stance and behavior in various
information-sharing formats.
 LEARNING  EN7LT-IV-a-6: Discover through Philippine literature the need to work
COMPETENCIES cooperatively and responsibly in today’s global village
II. CONTENT God said, “I made a man” by Jose Garcia Villa
III. LEARNING RESOURCES
http://teacherweb.com/ME/JALeonardMiddleSchoolOldTown/Ecologywebquest/p
REFERENCES
age3.htm
 Teacher’s guide pages
 Learners’ Material Pages pp. 424-425
 Textbook Pages
 Additional Materials from
Learning resource
Slide presentation, pictures, copy of the reading text, poster-making rubric
IV. PROCEDURES
- The teacher presents a poster depicting God’s Seven-day Creation and
Charles Darwin’s Theory of Evolution. Students note of the images
used in the posters in giving their individual interpretations.

A. RECALL (Engagement)

- Unlocking of difficult terms

B. Presentation of the
lesson (establishing the
purpose for the lesson)
Poetry: Reading Aloud with Comprehension Questions:
C. Presenting examples/
instances of the new
lesson
Students give the definition of the following idiomatic expressions
(underlined phrases) derived from the poem:
1. Man, with the help of science, has taken chances to have the
measure of God’s existence.
2. The man, uncomfortable with his wife’s unreasonable jealousy
exclaimed, “I am sick and tired of these argumentations. Hold your
peace even for two minutes!”
- Teacher reads the poem twice, and students look for the answers for the following
questions.
1. Who is the person talking in the poem?
2. What does he/she talk about?
 3. “But so bright he, (line 3)”
In the third line, God describes His creation being so bright. Does bright refer to
D.Discussing new concepts literal meaning or does it connote a figurative meaning? Then so, how would you
and practicing new skills picture the man?
#1 (Exploration)

Valuing
E. Discussing new concepts
a. In what ways does man turn against his Creator?
and practicing new skills
b. Relate the story of Adam and Eve to the poem’s theme: Man’s rebellious nature can be concealed
#2 through a noble quest for wisdom.
Discussion:
Images and Sensory Impressions
Elements used in poems in order to rouse one or all of the five senses
- Visual (seeing)
- Auditory (hearing)
F. Developing Mastery - Olfactory (smelling)
(Explain) - Gustatory (tasting)
- Tactile (touching)
Poster
- A poster is any piece of printed paper designed to be attached to a wall or vertical surface.
Typically posters include both textual and graphic elements, although a poster may be
either wholly graphical or wholly text.
Poster-making
G. Application - Form groups. Elect a leader, who will monitor each member’s contribution to the
(Elaboration) group. Decide on who will draw, color and make finishing touches to your group’s
poster.
Wrap it up:
H. Generalization / - Have you learned something?
Abstraction - Can you cite the general idea of today’s lesson?
- Base on the images used, what is the message (theme) of the poem?
Presentation of the poster:
I. Evaluation
(Be guided by the assessment rubric for evaluating their poster)
J. Additional activities
for application or
remediation

5= 5= 5= 5= 5=
4= 4= 4= 4= 4=
3= 3= 3= 3= 3=
V. REMARKS 2= 2= 2= 2= 2=
1= 1= 1= 1= 1=

Mean = Mean= Mean = Mean = Mean =

MPS = MPS= MPS = MPS = MPS =
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for evaluation
C. Did the remedial learners work?
Number of students who caught up
with the lesson
D. Number of learners who continue to
require remediation
E. Which of my teaching strategies
worked well?
Why did it work?
F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
G. What innovation of localized
materials did I use/ discover that I wish
to share with other teacher?
Checked by:
Date: