CUYAPO NATIONAL HIGH SCHOOL
Bulala, Cuyapo, Nueva Ecija
DAILY LESSON PLAN IN ENGLISH VII
(Based on DepEd Order No. 42, s. 2016 (POLICY GUIDELINES ON DAILY LESSON
PREPARATION FOR THE K TO 12 BASIC EDUCATION PROGRAM)
DATE: October 08, 2018 (Friday)
GRADE AND SECTION: VII – PROSPERITY (10:00 – 11:00)
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of: pre-colonial Philippine literature as a
means of connecting to the past; various reading styles; ways of determining word
meaning; the sounds of English and the prosodic features of speech; and correct subject-
verb agreement.
B. Performance Standard
The learner transfers learning by: showing appreciation for the literature of the
past; comprehending texts using appropriate reading styles; participating in
conversations using appropriate context-dependent expressions; producing English
sounds correctly and using the prosodic features of speech in various situations; and
observing correct subject-verb agreement.
C. Learning Competencies/Objectives (with code)
Identify poem through elements
Read between the lines
Interpret meaning of a poem through illustrations
II. CONTENT
Philippine Literature, Poem “Sad Little Houses” by Amparo Asuncion
III. LEARNING RESOURCES
Power point Presentation
Activity Sheet
IV. PROCEDURES
A. Before the Lesson
PRE-READING
a. The students share to the class the description of their dream house.
b. Students describe their house by making an emoji of it.
c. Teacher shows a picture of squatter area and the students describe what they
see.
B. During the Lesson
READING PROPER
a. Students receive their copy of the poem. They have a choral reading.
b. Teacher discuss element of the poem.
1. Rhythm- this is the music made by the statements of the poem, which includes
the syllables of the lines. The best method of understanding this is to read the
poem aloud and understand the stressed and unstressed syllables.
2. Meter- Is the basic structural make-up of the poem. Do the syllables match with
other? Every line in the poem must adhere to this structure. A poem is made
up of blocks of lines, which convey a single strand of thought. Within those
blocks, a structure of syllables which follow the rhythm has to be included. This
is the meter or the metrical form of poetry.
3. Stanza- defined as a smaller unit or group of lines or a paragraph in a poem. A
particular stanza has a specific meter, rhyme scheme, etc. Based on the
number of lines, stanzas are named as couplet (2 lines), Tercet (3 lines),
Quatrain (4 lines) Cinquian (5 lines) Sestet (6 lines), Septet (7 lines) and Octave
(8 lines).
4. Rhyme- A poem may or may not have a rhyme. When you write poetry that
has rhyme, it means that the last words or sounds of the lines match with each
other in some form. Rhyme is basically similar sounding words like cat and hat,
close and shows, house and mouse, etc. Free verse poetry, though, does not
follow this system.
5. Rhyme Scheme- it is defined as the pattern of rhyme. Either the last words of
the first and second lines rhyme with each other, or the first and the third,
second and the fourth ans so on. It is denoted by alphabets like aabb (1 st line
rhyming with 2nd, 3rd with 4th); abab (1st with 3rd, 2nd with 4th); abba (1st with 4th,
2nd with 3rd) etc.
6. Theme- is the central idea that the poet wants to convey. It can be a story, or
a thought or a description of something or someone; anything that the poem
is about.
7. Symbolism-can stand for many things at one time and leads the reader out of
a systematic and structured method of looking at things. Often a symbol used
in the poem will be used to create such an effect.
8. Imagery- used by the poet for readers to create an image in their imagination.
Imagery appeals to all five senses. For e.g, when the poet describes “The flower
is bright red”an image of a red flower is immediately created in the mind’s
reader.
After the Lesson
The students answer the comprehension questions in a one whole sheet of paper.
1. What is the poem “Sad Little Houses” all about?
2. Where do you see the picture created in the first stanza?
3. Who are the people who once lived in these houses?
4. Can you guess what they do for a living?
5. Where can they be now?
6. Describe some of the squatter houses that you have seen.
7. What has the government done to provide better homes for the poor?
8. What can you do to help the poor? Share your ideas.
9. Try to draw the picture described in the poem. Draw your concept of a decent
house.
V. ASSIGNMENT:
Read: Research the biography of Amparo Asuncion
VI. REMARKS
VII. REFLECTION
Prepared by: Checked by: Noted:
SUNSHINE V. DACUMA MARLOU L. LADINES AURORA T. AGUILA
Teacher I, English Head Teacher III School Principal IV
