Learning Area

Learning Delivery Modality FACE-TO-FACE

School GMATHS Grade Level 11

Teacher RUBY ESMERALDA A. Learning Area

TILANG
LESSON 2nd Semester
EXEMPLAR Teaching Date March 1, 2023 Semester/Quarter
Third Quarter

Time 8:30 – 10:50 Number of Days 1

The learner understands the literary conventions that govern the different genre (e.g.
A. Content Standards
narrative convention of fiction, etc.)

B. Performance The learner clearly and coherently uses a chosen element conventionally identified with a
Standards genre for a writer output.

C. Most Essential
Analyze the theme and techniques used in a particular text.
Learning Competencies HUMSS_CNF11/12-Ib-d-4

A. Understand the literary conventions that govern the different genres,

Objectives: particularly poetry.
B. Clearly and coherently use a chosen element conventionally identified with a
A. Knowledge
genre for a written output.
B. Skills
C. Appreciate the aesthetics derived from lyric poetry.
C. Attitude

II. CONTENT Conventions of Poetry

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide
pages

2. Learner’s Materials
pages

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 3. Textbook Baronda, AJC. (2016). Creative Nonfiction. Manila, Philippines. JFS
Publishing Services.

Blank Verse; Free Verse. Retrieved from:

https://literarydevices.net/blank-verse/

4. Additional Elements of Poetry. Retrieved from:

Materials from http://learn.lexiconic.net/elementsofpoetry.htm
Learning Resource
Rhyme Verse. Retrieved from:
http://www.vam.ac.uk/content/articles/f/forms-of-verse-rhyming-stanzas/

B. List of Learning Earth and Life Science

Resources for Quarter 2 – Module 21: Evolving Concept of Life Based on Emerging Pieces of
Developmental and Evidence
Engagement Activities ADM (Alternative Delivery Mode) by DepEd

[OTHER Understanding Culture Society and Politics

MATERIALS/TEACHING Quarter 2 – Module 1: State and Non-State Institutions
AIDS] ADM (Alternative Delivery Mode) by DepEd

Magazine

IV. PROCEDURES

Preliminary Activities
Inspirational Message: 1.5 mins
Attendance: 1.0 min
House Rules: 1.0 min
A. Introduction (15 Review: 1.5 mins
min) Motivation: 10 mins

Using the graphic organizer, list six ideas or concepts that you know about poetry.
Indicator 3. In the
Then, one representative from the group will show and explain their output.
Introduction part, the
learners are given
groups to participate
with and each
POETRY
member assumes
responsibility in doing
their part. The
learners have been
given with this fairly Analysis:
easy activity to
• Do you have the same concept or idea with the answers of your classmates?
motivate them to
work productively
• How did you produce the same or different answers?
• In what subjects do you usually encounter poetry as part of lesson exposition?

The teacher presents the topic and objectives to the class for the day. A quotation is
given to challenge the critical thinking skills of the learners.

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 “Being a critical reader involves understanding that texts are always developed with
a certain context”.
Indicator 4. Teacher -Tiongson & Rodriguez, 2016
appreciates the work
of each group and also
in the individual
recitation, giving of The teacher defines the word POETRY.
positive comment
after each answer is POETRY is formed and derived from the Greek term “poesis” that means to create
secured such as in this or to make. It mainly differs from other forms of literature in a sense that it must be
part of the lesson. read as carefully as it could be.

Elements of Poetry
STRUCTURE. This refers to the overall organization of lines and/or the conventional
patterns of sound.
1.A. FORM: A poem may or may not have a specific number of lines, rhyme scheme
and/or metrical pattern, but it can still be labeled according to its form or style.
Narrative Poetry. This form capitalizes on recounting a story. Also, the form
is non-dramatic.
Examples are epics, metrical tales, ballads, and romances.

Lyric Poetry. Lyric poems mainly evoke and highlight the emotions and
feelings of the writer toward the chosen subjects in a personal or subjective
way. They are melodic in nature and are originally sung. Examples are
simple lyrics, songs, odes, sonnets, and elegies.
B. Development (30
min) Dramatic Poetry. This form of poetry exhibits the elements of drama—
dialogue and characterization.
Examples are monologue and soliloquy.

1.B. STANZAS: These are a series of lines grouped together and separated by an
empty line from other stanzas. They are the equivalent of a paragraph in an essay.
One way to identify a stanza is to count the number of lines.
Thus:
 couplet (2 lines)
 tercet (3 lines)
 quatrain (4 lines)
 cinquain (5 lines)
 sestet (6 lines) (sometimes it's called a sexain)
 septet (7 lines)
 octave (8 lines)

1. POEMS CLASSIFIED ACCORDING TO VERSE

1. Rhyme Verse. This is poetry that is divided into stanzas or verses.
(Groups of lines) in which all or some of the lines have a rhyme word at the
end. They usually follow a pattern of rhymes within lines called the Rhyme
Scheme.
 Has fixed number of lines and follows a rhyme pattern

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Indicator 5. There are
several instances that
the teacher conveys
information assisted
with non-verbal 2. Blank Verse. In poetry and prose, it has a consistent meter with 10 syllables in
communication such each line (pentameter); where, unstressed syllables are followed by stressed ones, five
as when she reads the of which are stressed but do not rhyme. It is also known as “un-rhymed iambic
example poems given pentameter.”
in this lesson to  Has no fixed number of lines and may not follow a rhyme pattern.
address learners  has a conventional meter that is used for verse drama and long
differences. narrative poems.
 often used in descriptive and reflective poems and dramatic
monologues — the poems in which a single character delivers his
thoughts in the form of a speech.

Indicator 2.
Throughout the lesson
proper, the teacher
throws questions that
activates their creative
thinking.

2.SOUND PATTERNS. Rhyme scheme, meter (ie. regular rhythm) and word
Indicator 1. The
sounds collectively referred to as sound play because take advantage of the
teacher describes
performative, spoken nature of poetry.
distinctive musical
2.A. Rhyme Scheme. This is the repetition of similar sounds. In poetry, the most
elements of given
common kind of rhyme is the end rhyme, which occurs at the end of two or more
pieces in 20th
century styles
lines. (e.g. will rhymes with bill, pad rhymes with lad.)
(MU10TC-Ia-h-2)
2.B. Rhythm. This can be described as the beat and tempo or pace of a poem.
2.C. Meter. Refers to the measured beat established by patterns of stressed and
unstressed syllables.
2.D. Word Sounds. This refer to the sound play that emphasizes individual
sounds between and within words. Common examples of word sounds are:
Alliteration, Assonance, Consonance, Onomatopoeia, Repetition, and Parallel
Structure.

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 3. MEANING. This refers to messages which may be hidden or indirect.
that the poem is trying to convey to its readers. Meaning in poetry is achieved thru the
effective use of symbolism (e.g. dove symbolizes peace; the crucifix symbolizes
salvation, Christianity, or suffering; dawn symbolizes new beginning) imagery (the
use of sensory details: touch, smell, sight, sound, and taste) and figurative language
(Simile, Metaphor, Synecdoche, Metonymy, Allegory, Personification, and Irony).

C. Engagement (5 Read and analyze the poem. Then identify the elements of poetry employed
mins) by the author and answer the questions to be thrown by the teacher.

The Road Not Taken by Robert Frost 1874-1963

Indicator 3. By this A. Work by pair. Read the poem and identify the rhyme scheme used.
activity, the
learners are Questions:
provided with the
1. Who could be the persona or speaker in the poem?
opportunity to
participate and
2. How would you classify the poem by form? Is it Narrative, Lyric, or Dramatic?
collaborate with a 3. How would you classify it by stanza?
pair and by group. 4. What is the rhyme scheme?
5. What word sound were used? Give one example.
6. What does the word imagine mean?
D. Assimilation (10 7. How would you relate the message of the song in these times?
mins) 8. Give one example of figurative speech used in this song?
9. How would you classify this poem by verse?
10. What is the major theme of the poem?
Indicator 6. To
maintain the learning B. Write a poem employing the elements of poetry discussed. Explore any subject which you
environments that are interested in. This an individual written work.
nurture and inspire
learners to
Rubrics:
participate, everyone
is asked to sing the
IMAGINE song by
John Lennon. This is
also used by the
teacher to break the
boredom in the class.

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 REFLECTIONS
Let’s see how far you did go. Please fill in the chart below. The K-W-L chart
will record your reflections about what you have learned the lesson today.

V. REFLECTION

Prepared by: Noted by:

RUBY ESMERALDA A.
TILANG Asst. Principal II, SHS
Teacher 1