MATATAG School STA.

RITA HIGH SCHOOL Grade Level 7

K to 10 Curriculum Name of Teacher ROSE ANNE CAÑEDA-DUMLAO Learning Area ENGLISH
Weekly Lesson Log Teaching Dates and Time July 29 – August 2, 2024 Quarter 1

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine
A. Content Standards literature (poetry) for clarity of meaning, purpose, and target audience as a foundation for publishing original
literary texts that reflect local and national identity.
The learners analyze the style, form, and features of Philippine poetry (lyric, narrative, dramatic); evaluate
B. Performance poetry for clarity of meaning, purpose, and target audience; and compose and publish an original multimodal
Standards literary text (poem) that represents their meaning, purpose, and target audience, and reflects their local and
national identity.
EN7LIT-I-1 Analyze EN7LIT-I-1 Analyze EN7LIT-I-1 Analyze EN7LIT-I-1 Analyze
literary texts as literary texts as literary texts as literary texts as
C. Learning
expressions of individual expressions of individual expressions of individual expressions of individual
Competencies
or communal values or communal values or communal values or communal values
within. within. within. within.
Explain and share a Read and define words Determine and Identify and evaluate the
critical insight on the related to the text, and differentiate the structure structural, biographical,
D. Learning Objectives feelings evoked from a deduce meaning of words and elements of a poem. historical, and
reading material. sociocultural context of a
poem.
Poetry: Descriptions and Poetry: Descriptions and Poetry: Descriptions and Poetry: Descriptions and
II. CONTENT
Imagery Imagery Imagery Imagery
III. LEARNING RESOURCES
A Core Memory | Know Your Meme. (n.d.). Www.google.com. Retrieved May 24, 2024, from

Aguilar PH. (2021). Ako ay Pilipino Lyrics [Video]. YouTube. https://www.youtube.com/watch?v=XBmD51IiGCY

Azurin, A. M. (n.d.). For the Young Yearning a Song of Green. SCRIBD. https://www.scribd.com/document/671710693

A. References Gonzales, N.V.M. (2016, January 13). Song (Facebook post).

Hardy, L. (2017). Lyrical Poetry [Video]. YouTube. https://www.youtube.com/watch?v=nXvJsarLxQc

My Favorite Song Collection (2022). Set You Free [Video]. YouTube. https://www.youtube.com/watch?v=KEupAJOKNSo

Polyeastrecords. (2022). Points of View. [Video]. YouTube. https://www.youtube.com/watch?v=nmw_Jp8lT94

 B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Knowledge 1. A Core Memory (Short
Review)
Show to the class a
picture from the Disney
film ‘Inside Out’. Ask the
students if they are
familiar with the movie.
Briefly, share the plot of
the study and introduce
the concept of core
memory or memories
which makes one feel
extremely happy, sad, or
excited. Encourage them
to share a core memory
from their previous
English class. Ask them
what made them choose
that memory or what
made that story
unforgettable. Allow the
students more time to
recall their memories and
encourage them to share
these memories to the
class.

Group Activity:
Strengths and
Weaknesses from Last
Year's English Class
1. Group Formation:
Organize the class
into groups of 4-5
members.
2. Individual Sharing:
Each student will
identify and share
one strength and
one weakness from
their performance
in last year's
English class.
• Examples of
strengths could
include strong
essay writing skills,
good
understanding of
grammar, or
effective
participation in
class discussions.
3. Group Discussion:
After sharing,
group members will
take turns offering
a tip or piece of
advice on how to
address a
weakness or
reinforce a strength
shared by a
member.
4. Choosing a
Representative: The
group will select
one representative
to share their
group's findings
and feedback with
the entire class.
5. Class Presentation:
The chosen
representative from
 each group will
present their
group’s collective
insights, tips, and
advice to the class.

Lesson Purpose/Intention Lesson Purpose

Activity: Knowing Your
Feelings Through Music
1. The teacher will
introduce the nationalistic
song "Ako Ay Pilipino."
2. Listening and Singing:
• First Listening:
Play the song "Ako
Ay Pilipino" once
for the students to
familiarize
themselves with the
tune and lyrics.
• Second Listening:
Play the song a
second time,
encouraging
students to sing
along.
3. Class Discussion: After
the singing activity,
initiate a class discussion
with the following
questions:
a. General
Impression: What
are your thoughts
about the song "Ako
Ay Pilipino"?
b. Emotional
Response: How did
the song make you
feel?
 c. Specific Emotions:
Did you experience
any specific
emotions while
listening and
singing (e.g., joy,
sadness, pride,
love)? Why do you
think you felt that
way?
d. Creative
Expression: Have
you ever expressed
your feelings in a
creative way, such
as writing a poem
or song? Share your
experience with the
class.
4. Sharing Experiences:
Encourage students to
share their personal
experiences of expressing
their emotions creatively.
This could include
writing, drawing,
singing, or any other form
of artistic expression.

Lesson Language Practice Unlocking Content

Vocabulary Activity:
Think and Pick! Word
Puzzle
The teacher introduces
the "Think and Pick!"
word puzzle, which
contains key terms related
to poetry.
1. Word Puzzle
Activity: Students
 are given time to
find and write
down at least five
words from the
puzzle in their
notebooks. Words
can be found
horizontally,
vertically, and
diagonally.
2. Class Discussion:
After completing
the puzzle, the
teacher asks the
students:
1. Are you
familiar with
the words
you found in
the puzzle?
How familiar
are you with
these words?
2. Define or
explain any
of these
terms in
your own
words?
3. Now that
you know
the key
terms we will
be using,
what are
your
expectations
for our
lesson on
poetry?
During/Lesson Proper
Reading the Key Worked Example
Idea/Stem Activity: Describing and
Reading**
1. Image Description:
 The teacher shows
an image of a beach
to the class.
 Students are asked
to describe the beach
as best as they can.
2. Connecting to poetry:
The teacher explains
that good descriptions
are also important in
poetry, making
connections between
the students’
descriptions and the
imagery used in poems.
3. Reading a Poem: The
teacher asks the
students to read the
short poem "Song" by
NVM Gonzales

Behold the beautiful land,

The young hills and the
corn; In the green river’s
womb Children are born.

Honey’s in the forest Blue

fish in the sea;
The ash gray of the
clearings Grows grain for
me.
4. Discussion Questions:
After reading, the
teacher asks the
 following questions:
a. Name the character/s
that play or move.
b. What feeling do you
think is expressed in
the poem. Cite a text
or a line
c. What are the things
described in the
poem?
d. What are some
descriptive words you
found?
e. How did the
descriptive words
help you in analyzing
the poem?

Developing Understanding Explicitation Descriptive Words POWER OF WORDS

of the Key Idea/Stem Agree or Disagree The teacher can use other The students will write
The teacher will ask the images that will best fit to their answer on a 1⁄4
students to read and the needs and/or actual sheet of paper.
answer statements given. experience/s of the
The learners will simply students. Directions: Form words
write ‘AGREE’ or out of the jumbled letters
‘DISAGREE’ on their Process the students and use the sentence
notebook. answers and help them provided as context clues.
understand that those 1. B M U N – unable to
elements are present in feel anything in a
the poem. particular part of your
body. Sentence: He felt
Descriptive words help a ______on his right arm
writer create vivid mental after hitting it hard on a
images for readers, tree trunk. 2. P I L S –
painting scenes, stammering or faltering
emotions, or sensory when speaking.
experiences through Sentence: She spoke with
language. They can evoke a slight ______ when she
specific emotions or met Mr. Richards.
moods, adding depth to 3. N R C X B E U A E –
the poem. Descriptive having the quality of high
words provide specific energy and cheerfulness.
details that enhance the Sentence: Sarah walked
reader's understanding with ______when she was
and engagement with the called to receive her
poem. They can describe award.
physical characteristics, 4. N I E R I G N A G D –
actions, or even abstract something existing for a
concepts in a very long time and is
tangible way. difficult
to change.
Sentence: Our traditions
are already _____ in our
culture.
5. G R L I A E P I G M – a
journey usually to any
unfamiliar place to
discover new
experience and
understanding of self and
others/
Sentence: Julius wants to
go on a _____ to Simala
Shrine.
6. E C E D T H - to cut a
pattern on a smooth
surface.
Sentence: Judy _____ her
name on a wooden plank
as a remembrance. 7. D T
E V N R A – green with
grass and other vegetation
Sentence: The cows
grazed on the lush and
_____ hills of Bohol.
8. M E L R A – a kingdom
or domain.
Sentence: The forest is a
lion’s _______.
9. D I R D K N E – similar
 in kind or related (as a
family)
Sentence: Grandmother
held a party for all her
children and _______.
Deepening Understanding After answering and 3. Lesson Activity
of the Key Idea/Stem checking the ‘Agree or Fulfill Me, Point It Out!
Disagree’ activity. The Find My Form, Color Me
teacher will ask the The class will read a poem
students the following out loud entitled “For the
questions: Young Yearning a Song of
 What can you say Green.” The reading will
about each of the be divided per stanza, and
statement used in guide questions will be
our ‘Agree or asked for every pauses.
Disagree’ activity?
 Why is it important For the Young Yearning
that you can a Song of Green By
distinguish each Arnold Molina Azurin
element of poetry? Never tell the children
trees are numb They hold
secrets
Of soil or sun: they lisp
their quiet
Melodies of green
Exuberance to passerby.
Twigs trip the wind So
leaves may flutter
Their fragrant salutes,
griefless goodbyes.

Guide Questions (Fulfill

Me):
1. Character: Who do you
think is the one speaking
in the poem?
2. Characterization: What
word/s support the
author’s claim to “Never
tell the children trees are
numb”?
3. Conflict: Which line in
the poem tells that there
is a conflict?
4. Plot: How was the story
revealed?
Within their trunks, rings
are ingrained, Telling of
refrains
Of lush rain or blooming:
Times pilgrimage But
upon the bark
Tender passages are
etched: Jun loves Ester
Complete with the year,
Arrow and heart border,
despite the order
“Defacing Trees is
Punishable.”

Guide Questions (Find

My Form):
1. What are the words
that rhyme?
2. What emotion or tone is
present in the poem. Pick
out the text evidence. 3.
What pattern is used?
Look at how the lines are
being written.
4. Can you describe the
choice of words(diction)
used in the poem.
Stillness is yet their
clearest expression In
beckoning birds and
Orchids onto their limbs.
Now bear in mind, Each
leaf falling
Is the precious page in
 their petition For still a
verdant season

Guide Questions (Color

Me):
Color the words described
by the highlighted words.
Then, answer the
following:
1. Whose attributes or
descriptions do these
words refer to?
2. What figure of speech
do you think is used?
3. What are figures of
speech? Do you know
of other figures of
speech like simile and
metaphor? Can you
mention some
examples?
4. In what point of view
the poem is
presented?
5. How are the
sequencing of the idea
delivered?

After/Post-Lesson Proper
Making Generalizations 1. Learners’ Takeaways
and Abstractions Exit Slip: 3, 2 1
On a piece of paper, the
students answer the
following:
 Write three things
you learned from
this lesson.
 List down two
things you want to
learn more about.
  Ask one question
about the lesson.
2. Reflection on
Learning
Activity: Sharing
Learning Moments and
Areas for Improvement
1. Group Formation:
The teacher divides
the class into small
groups.
2. Group Discussion:
Within each group,
students share
their observations
about their best
learning moments
and areas where
they think they can
improve.
3. Consolidating
Answers: Each
group consolidates
their answers into
a summary.
4. Class Presentation:
Two representatives
from each group
present their
group's summary
to the class.

Evaluating Learning Formative Assessment

Using the poem “For the
Young Yearning a Song of
Green,” the class needs to
do the following:
1. Pick out the text
evidence, the place where
the story is written, lines
 which you can relate
about history, and the
group of people the poem
context is connected to.

2. Give reasons to support

your answers for question
number 1. (Use the table
below as reference)

Additional Activities for

Application or Remediation
(if applicable)
Remarks
Reflection

Prepared by: Checked and Approved by:

ROSE ANNE CAÑEDA-DUMLAO MARIA CHRISTINA F. BERNAL

Subject Teacher School Head