DAILY LESSON LOG

Learning Area ENGLISH 7 Quarter One

Name of Teacher Roselle Mae M. Raguindin Grade Level Grade 7
September 2, 2024
September 3, 2024
Date/s Section FAITH
September 4, 2024
September 5, 2024

Week 7
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content
I. OBJECTIVES and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (poetry) for clarity of meaning, purpose, and target
Content Standards
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 poetry for clarity of meaning, purpose, and target
Performance Standards 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.
Analyze literary texts as expressions of individual or communal values within structural context.
1. Identify figures of speech and sound devices and how they influence meaning and tone of the poem.
Learning Competencies 2. Describe poetic style (unique voice and tone) of the poet based on sound patterns, choice of words, and imagery.
Revise the literary texts for coherence and cohesion.
3. Transform a poem using another tone.
Learning Targets I can find how sounds and I can identify figures of I can analyze a poem to I can summarize how
word choices change a speech and sound devices in identify its figures of figures of speech, sound
poem’s feeling. a poem and explain how they speech, sound devices, devices, and poetic style
influence its meaning and and poetic style. I can express individual or
I can describe a poet’s style tone. revise the poem to improve communal values in a
using images and sounds.
coherence and cohesion, poem, and explain how
I can describe the poetic style
Page 1 of 7
 I can make a poem clearer of a poem, focusing on the and transform the poem's revising and transforming
and easier to understand. poet’s use of sound patterns, tone to create a new the poem's tone can alter
word choice, and imagery. emotional impact. its meaning and impact.
I can change a poem’s tone to
show a different emotion. I can transform a poem by
changing its tone while
maintaining its meaning and
coherence.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Analyzing Sound Patterns Vocabulary and Poetic Style Mastery of Poetic Elements
and Imagery in Poetry
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
III. LEARNING RESOURCES well as paper-based materials. Hands-on learning promotes concept development.
Teacher’s Guide pages
Learner’s Material/Textbook pages
Sarah Kay's "If I Should
Additional Materials from Learning Resources
(LR) portal and other Supplementary Materials Have a Daughter" - Spoken
Word Performance

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Monday Tuesday Wednesday Thursday Friday
A. Engage · Activity: Begin with a quick · Objective: To capture Objective: Capture students’ Quiz/Activity Day
To capture students’ interest and stimulate
their curiosity. Teachers present a scenario,
exercise where students listen to students' interest and stimulate interest and stimulate their
question, or problem to connect with a short audio clip of a poem read curiosity about poetic style, tone, curiosity.
students' prior knowledge and experiences.
aloud. Ask them to close their and sound devices.
eyes and imagine the scenes,  Activity: Begin with a short,
emotions, and sounds the poem · Activity: captivating video of a
evokes. spoken word poem.
1. Scenario [Suggested video: Sarah
· Question: Pose a question: Presentation: Show an Kay’s “If I Should Have a
How do poets use language to image of a stormy sea Daughter” (Available on
create images and sounds that with dark clouds and YouTube)]
evoke emotions and convey ask students to  Discussion Prompt: Ask
messages? describe the emotions students what emotions they
this scene evokes. felt while watching the
· Discussion: Allow students to
share their initial thoughts and
2. Question: "If this poem. How did the poet's
scene were part of a tone and word choice affect
Page 2 of 7
 experiences related to the audio poem, what words and their feelings?
clip. sounds would you use  Connection: Explain that
to express its mood today's lesson will explore
and tone?" how poets use various
3. Discussion: Engage elements like tone, sound
students in a devices, and imagery to
discussion about how convey meaning and evoke
poets use specific emotions.
words, sounds, and
imagery to convey
emotions and tone.

· Materials: Image of a stormy

sea (can be projected on a
screen or shared digitally),
online dictionary/thesaurus tools
(e.g., Merriam-Webster,
Thesaurus.com).
B. Explore · Group Activity: Divide · Objective: To provide Objective: Provide hands-on Quiz/Activity Day
To provide students with hands-on
experiences to investigate and explore the
students into small groups. students with hands-on experiences to investigate and
concept. Students engage in activities that Provide each group with a experiences in identifying and explore the concept.
allow them to observe, question, and
experiment.
different poem. analyzing figures of speech,
sound devices, and poetic style.  Activity: Distribute copies of
· Task: Students will explore a selected poem ("The
the poem's figures of speech · Activity: Road Not Taken" by Robert
(e.g., metaphor, simile), sound Frost).
devices (e.g., alliteration, 1. Group Activity: Divide  Task: In groups, students
onomatopoeia), and imagery. students into small will read the poem aloud
groups. Assign each and underline examples of
· Online Research: Encourage
group a poem that figures of speech (e.g.,
students to use online resources
includes various figures metaphor, simile) and sound
like RhymeZone to identify and
of speech and sound devices (e.g., alliteration,
analyze sound patterns in their
devices (e.g., "The assonance, rhyme). Each
assigned poem.
Raven" by Edgar Allan group will discuss how these
· Collaboration: Groups will Poe, "Ozymandias" by elements influence the
collaborate using Padlet to Percy Bysshe Shelley). poem's meaning and tone.
compile their findings and 2. Task: Students will  Guiding Questions:
observations about how these identify figures of o What figures of
elements contribute to the speech (e.g., metaphor, speech are present
Page 3 of 7
 poem's tone and meaning. simile, personification) in the poem?
and sound devices o How do sound
(e.g., alliteration, devices enhance
assonance, the poem's
onomatopoeia) in the meaning or mood?
poem. They will also
discuss how these
elements contribute to
the poem's tone and
meaning.

C. Explain · Presentation: Each group will · Objective: To articulate Objective: Articulate

To encourage students to articulate their
understanding and to introduce formal
present their analysis, focusing understanding of figures of understanding and introduce
definitions and concepts. Teachers facilitate on how the poet’s use of sound speech, sound devices, and formal definitions and concepts.
discussions, provide explanations, and
guide students to connect their exploration
devices, figures of speech, and poetic style and introduce formal
to scientific concepts. imagery shapes the poem's tone concepts.  Activity: Conduct a
and conveys its message. whole-class discussion
· Activity: where groups share their
· Discussion: Facilitate a class findings. Use this time to
discussion on the importance of 1. Discussion: Have explain the importance of
these literary elements in poetry. groups present their coherence and cohesion
Emphasize the role of poetic findings. Discuss the in poetry.
style (voice, tone) in identified figures of  Key Concepts:
communicating the poet’s intent speech and sound
and values. devices, and how they Figures of Speech:
shape the poem’s tone. How metaphors,
2. Concept Introduction: similes,
Introduce formal personification, etc.,
definitions of figures of contribute to
speech, sound devices, meaning.
and poetic style.
Explain how these Sound Devices: The
elements contribute to role of alliteration,
the unique voice and assonance, rhyme,
tone of a poem. etc., in enhancing
3. Example Analysis: tone and mood.
Use a poem such as
"The Road Not Taken" Poetic Style:
by Robert Frost to Discuss how a poet's
demonstrate how word
Page 4 of 7
 choice, imagery, and
sound patterns create a choice of words,
distinctive poetic style. sound patterns, and
imagery reflect their
unique voice and
tone.
D. Elaborate · Revision Activity: · Objective: To deepen Objective: Apply
To allow students to apply their
understanding to new situations and deepen
Individually, students will revise students’ understanding of understanding to new situations
their knowledge. Students engage in a stanza of their assigned poem poetic style by transforming a and deepen knowledge.
activities that extend their learning and
challenge them to use their new knowledge
by changing its tone (e.g., from poem’s tone while maintaining
in different contexts. hopeful to melancholic). They coherence.  Activity 1: Poem
must maintain the poem's Revision: Students will
coherence and cohesion while · Activity: work individually to revise
altering the tone. the poem they analyzed
1. Individual Task: Each earlier, focusing on
· Transformation: Encourage student selects a improving its coherence
students to use different figures stanza from the poem and cohesion. They will
of speech or sound patterns to analyzed during the ensure that the ideas flow
create the desired tone. Explore phase. They smoothly and that the
will rewrite the stanza poem’s structure
· Sharing: Students will share
with a different tone effectively conveys the
their revised stanzas and explain
(e.g., from melancholic intended message.
how they transformed the tone
to hopeful) while  Activity 2: Tone
and what effect this had on the
keeping the original Transformation: After
poem's meaning.
meaning intact. revising the poem,
2. Sharing and students will choose a
Reflection: Students different tone (e.g., from
share their rewritten hopeful to melancholic)
stanzas with a partner and rewrite the poem to
and discuss how the reflect this new tone.
change in tone affects They should adjust word
the poem’s overall style choice, sound devices,
and meaning. and figures of speech
3. Reflection Question: accordingly.
"How does altering the
tone of a poem change
its impact on the
reader?"

Page 5 of 7
 · Materials: Notebooks or
digital devices for writing.

E. Evaluate Assessment: Formative Assessment: Objective: Assess

To assess students’ understanding and
skills, and to provide feedback. Both
understanding and provide
formative and summative assessments are  Formative: Students 1. Quiz: A short quiz on feedback.
used to measure students' learning and
progress. will complete a short identifying figures of
quiz identifying figures speech and sound  Assessment Task:
of speech and sound devices in a new poem. Students will submit their
devices in a new poem. The quiz will also revised and transformed
 Summative: Students include questions about poems. They will also
will submit a written the effect of these write a short reflection
analysis of a poem, elements on tone and explaining the changes
focusing on its sound meaning. they made, how they
patterns, imagery, and 2. Poem altered the tone, and how
tone Transformation: these changes affected
Collect the transformed the poem's meaning.
stanzas and evaluate  Peer Review: Pair
how effectively students to exchange
students altered the their poems for peer
tone while maintaining feedback. Each student
coherence and will provide constructive
meaning. comments focusing on
3. Peer Review: Students the use of poetic
will exchange their elements and overall
transformed stanzas coherence.
and provide feedback
based on a rubric
focusing on tone,
coherence, and stylistic
elements.

Values Integration · Discussion: Reflect on how · Discussion: Discuss how Objective: Incorporate ethical
Incorporating ethical and moral principles
into the curriculum to help students develop
poetry can express both poetry can express not just and moral principles.
character and positive attitudes alongside individual and communal values. personal emotions but also
academic knowledge.
Discuss the role of tone in communal values and shared  Discussion: Relate the
conveying emotions and ideas human experiences. Reflect on poem’s themes to real-life
that resonate with different the ethical and moral messages situations, emphasizing

Page 6 of 7
 audiences. conveyed in the poems studied.
how literature reflects
· Application: Encourage · Writing Task: Ask students to communal and individual
students to consider how they write a short reflection on how values. Encourage
might use language in their own the poems they studied relate to students to consider how
writing to express values that values they hold important (e.g., the tone and style of a
are important to them. empathy, resilience, poem can influence their
community). perception of social or
moral issues.
 Reflection Question:
How can poetry be a
powerful tool for
expressing values and
beliefs? How does
altering the tone of a
poem change its impact
on the reader?

I. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
II. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
No. of learners who earned 80% in the No. of learners who require additional Did the remedial lessons work? No. of No. of learners who continue to Which of my teaching strategies What difficulties did I encounter which What innovation or localized materials
evaluation activities for remediation who scored learners who have caught up with the require remediation worked well? Why did these strategies my principal or supervisor can help me did I use or discover which I wish to
below 80% lesson work? solve? share with other teachers?
Prepared by: Checked by: Reviewed by: Approved by:

ROSELLE MAE M. RAGUINDIN, LPT KRISTINE FAITH G. ALEJANDRO, LPT JOHN CLYDE M. RANCHEZ, LPT TESSIE C. PASION, MAEd
Subject Teacher Grade School Coordinator Academic Coordinator School Principal

Page 7 of 7