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Quarter
Quarter 11
Quarter 1
Lesson Exemplar for Lesson

English 5
Learning Activity Sheets for English Grade 7
Quarter 1: Lesson 5 of 8 (Week 5)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025.It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer:
• Mirasol A. Cabadsan (Malabon National High School)
Validator:
• Christiandon G. Aviado Christiandon Aviado, LPT. Ph. D. (Angeles University
Foundation)
• Mary Grace S. Fabi (Leyte Normal University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].

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ENGLISH/QUARTER 1/ GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature
Standards (poetry) for clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that
reflect local and national identity.

B. Performance The learners analyze the style, form, and features of Philippine poetry (lyric, narrative, dramatic); evaluate poetry for
Standards clarity of meaning, purpose, and target 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.

C. Learning Identify one’s meaning and purpose in selecting the type of literary text for composition (poetry).
Competencies
and Objectives 1. Distinguish the elements of poetry.
2. Recognize the different types of poetry.
3. Identify the authors purpose in writing.

D. Content TOPIC 1: Elements of Poetry

Sub-topic: Types of Poetry

TOPIC 2: Author’s Purpose in Writing

E. Integration Theme: Talent appreciation

II. LEARNING RESOURCES

Biong, I. (2020). World class gymnast Yulo, skateboarder Didal among 5 Filipinos in Forbes ‘under 30 Asia’ List.” Accessed May 26, 2024 from
https://newsinfo.inquirer.net/1252819/carlos-yulo-margielyn-diaz-among-5-filipinos-in-forbes-under-30-asia-list
Bracher, J. (2016). Hidilyn Diaz nabs silver, first PH Olympic medal in 20 years. Accessed May 26, 2024 from
https://www.rappler.com/sports/specials/olympics/142282-hidilyn-diaz-olympic-weightlifting-women-53kg-silver-medal
Ford, Tom. “Drew Arellano Net Worth 2023: Wiki Bio, Married, Dating, Family, Height, Age, Ethnicity.” Net Worth Post, February 5, 2016.
https://networthpost.org/net-worth/drew-arellano-net-worth/
Gabuay, L. (n.d.). 3 main types of poetry. Scribd. https://www.scribd.com/doc/53129100/3-main-types-of-poetry

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GMA Public Affairs. (2017). Born to Be Wild: Doc Nielsen examines a lifeless Oarfish [video]. Accessed May 26, 2024 from
http://www.youtube.com/watch?v=gjx55Idt604
Imatong, T. (n.d.). 10 Poems written by Filipino writers. Accessed May 29, 2024 from https://www.scribd.com/document/83895663/10-
Poems-That-Written-by-Filipino-Writers
Pop! Inquirer. (2018). KZ, Gloc-9, IV of Spades win top prizes at 31st Awit Awards. Accessed May 26, 2024 from
https://pop.inquirer.net/64377/kz-gloc-9-iv-of-spades-win-top-prizes-at-31st-awit-awards
StudySmarter.co. (n.d.). Lyric poetry: Meaning and purpose. Accessed May 29, 2024 from
https://www.studysmarter.co.uk/explanations/english-literature/literary-devices/lyric-poetry/
The Summit Express. (2014). Sarah Geronimo sings Disney’s ‘The Glow’ [video). Accessed May 26, 2024 from
http://www.thesummitexpress.com/2014/12/sarah-geronimo-sings-disney-the-glow-full-music-video.html
What are the three types of poetry? Describe each and cite the distinct characteristics. (n.d.). Quora. https://www.quora.com/What-are-the-
three-types-of-poetry-Describe-each-and-cite-the-distinct-characteristics

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge Short Review
WORD BANK: Review the previous lesson by reading the poem excerpt below. As
a class, make a Word Bank of concepts or terms associated with the author’s
principles and values as reflected in his poem.

Not yet, Rizal, not yet. the glory hour will come.
Out of the silent dreaming, From the seven-thousandfold silence,
We shall emerge, saying: WE ARE FILIPINOS, And no longer be ashamed.
Sleep not in peace. The dream is not yet fully carved. Hard the wood, but harder
the blows. Yet the molave will stand; Yet the molave monument will rise, and
gods walk on brown legs.
-Like the Molave by Rafel Zulueta Da Costa

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 Guide Questions:
1. To whom do you think is the poem addressed?
2. How does the author express his hope for the future?
3. Why do you think should we “not sleep in peace”?

B. Establishing 1. Lesson Purpose

Lesson Purpose Ask the students to describe what are in the picture and let them name Explain that similar to the
instances, events, or occasions that call for the use of the presented items. poem previously presented,
candles and incenses such
as the ones presented on the
left are lit for people worthy
of being honored or
celebrated on days devoted
2. Unlocking Content Vocabulary for them.

PEN IT OUT! Direction: Using the acronym PATRIOT, write down word/words
that are associated with love of country.

Establish the relevance of

the activity to the previous
Process Questions: one by stating that those
1. Name personalities who can be considered as modern-day heroes or patriots. worthy of being honored
2. How can one express love for country? may sometimes also be
3. As a student, how are you going to express your patriotism? called patriots for the love
and dedication they exert for
the country.

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C. Developing and SUB-TOPIC 1: ELEMENTS OF POETRY
Deepening
Understanding 1. Explicitation
UNSCRAMBLE!: Unscramble the letters to identify the word being described. Expected answers:

1. P T O I N O F I E W V – it is the perspective of the speaker in the 1. Point of View

poem. 2. Purpose
2. P P R U O S E – the reason why an author writes. 3. Poetry
3. Y O E T R P– literary genre that makes authors express themselves and 4. Delivery
their feelings and ideas mostly through rhyme and rhythm. 5. Length
4. Y E L I V E R D – the manner how something is said or performed.
5. H E N G T L – has something to do with how long or how short an object
is.

2. Worked Example
BEYOND TUNES: Have the learners listen to “The APL Song” by Black Eyed Peas
while trying to answer the following guide questions:
1. Who is the one speaking in the song? To whom do you think is the speaker
addressing the message of the song?
2. Could the material be finished in one sitting?
3. How was it delivered?
4. Does it prioritize expressing emotions or telling a story?

BEYOND TUNES

Who is the one speaking? The singer/writer of the

song Expected answers:
1. The singer/writer of the
Could the material be finished in one Yes song is the speaker in the
reading? song. He is addressing all the
“kababayans” or fellow
Filipinos.
How was it delivered? It was sung 2. Yes
3. It was sung.

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 Does it prioritize expressing It enables self- 4. It is self-expression. The
emotions or telling a story? expression. speaker talks about his pride
for being a Filipino.
BEYOND TUNES The teacher may ask more
questions to further engage
Point of Who is the one speaking? The singer/writer of the the learners and lead them
View/Speaker song into giving the expected
answers.
Length Could the material be finished in one Yes
reading?
Ask the learners to write the
Delivery How was it delivered? It was sung answers accordingly in the
graphic organizer to recall
Purpose Does it prioritize expressing It enables self- the distinguishing elements
emotions or telling a story? expression. of poetry. Lead the learners
into realizing that the
questions reveal the (1) point
of view, (2) length, (3)
DAY 2
delivery, and (4) purpose of a
3. Lesson Activity
poem that separate each type
POWER OF THREE
among the others.
Have the learners study the matrix below derived from the inputs of Gabuay (n.d.).
Afterwards, ask them to use the Venn Diagram to distinguish the different types of
poetry apart from each other. Ask them to answer the guide questions that follow to
further for them to be able to understand the key ideas of the lesson.

POWER OF THREE: TYPES OF POETRY

LYRIC POETRY DRAMATIC NARRATIVE

POETRY POETRY

Point of -personal -speaks through -first person, as a

View/Speaker -first person the characters’ narrator, and/or
interaction let the characters

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 -speaker could be speak for
a character themselves

Length Short and simple Long and Long and

elaborate elaborate

Delivery Usually sung (with Recited, spoken, Recited, spoken,

accompaniment of chanted, sung chanted, sung
lyrics)

Purpose -for self- -tells a story and tells a story

expression connects thru the
-deals with help of emotions
emotion and feelings of
characters

LYRIC
POETRY

NARRATIV DRAMATIC
E POETRY POETRY

Guide Questions:
1. Point of view tells who is speaking in a poem. Is it important to know the point
of view? Does it influence the flow and how one understands a poem?

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 2. In earlier times, poetry was used not only to entertain but to deliver a
message, tell a story, share traditions, and more. How does the passing of the
poem from one generation to another affect its length?

3. One type of poetry is called Lyric poetry which means, as the name suggests,
poems sung and accompanied by music, usually with a lyre, back in the days.
What do you think is its impact especially in the modern times?

4. The purpose of the poet defines the type of poetry he would write. What do
you think would be the most effective poetry type in fostering cultural
awareness in our present time?

SUB-TOPIC 2: Author’s Purpose in Writing

1. Explicitation
WORD CLOUD
Ask the learners to write the words that they can associate with the word
“purpose.” They may write the word “purpose” at the center connected with
other words similar to the one below.

2. Worked Example Expected responses:

Show the learners the sets of pictures, and ask them the following 1. All are singers.
questions below. • All are television show
hosts.
• are athletes.

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 2. No. They do not share the
same audience, purpose, or
field, for (1) some are
singers—Sarah Geronimo is
a pop singer; Rachel Ann Go
is a musical singer; and Gloc
9 is a rapper; (2) some are
television hosts—Drew
Arellano hosts AHA, a
1. What do the people in each set have in common? Philippine informative show;
2. Do they share the same target audience, purpose, or field? Jessica Soho hosts KMJS, a
Philippine magazine show;
DAY 3 and Dr. Nilsen Donato hosts
3. Lesson Activity Born to be Wild,
JUST A PIECE OF PIE! a Philippine travel
Ask the learners to use the given clues and unscramble the letters for them to documentary show; and (3)
identify authors’ common purposes for writing. some athletes—Carlos Yulo
Furthermore, provide clarifications to the common purposes of an author for is a gymnast; Hidilyn Diaz is
writing by providing and tackling the following guide questions accordingly a lifter; and Efren “Bata”
under the identified common purpose. Reyes is a billiard genius.
1. Did the poet want to change your opinion?
2. Did the poet share a story?
3. Did the poet make you laugh? Lead the learners into
4. Did the poet give facts? realizing that in poetry,
5. Did the poet teach you something works? poets, like singers, hosts,
6. Did the poet amuse you? and athletes, have differing
7. Did the poet try to convince you? audiences, purposes, and
styles.

Kindly note that the

presented purposes may or
may not overlap with each
other, depending on the
context of the poem.

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 Answers:
1. Persuade
2. Inform
3. Entertain

D. Making 1. Learners’ Takeaways

Generalizations EXIT CARD
Have the learners accomplish the following generalization activity.
Ask them to summarize what they have learned by completing the exit card.

2. Reflection on Learning
POETRY REVEAL
Ask learners to complete the following statements as part of their reflections about
poetry.

I like reading the _____________ type of poetry because ___________________________.

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4
Learning 1. Formative Assessment 1. Expected Response:
TEXT EVIDENCE! Entertain
Ask learners to read the following lines from different poems and point out the word 2. Expected Response:
clues that reveal the author’s purpose in writing. Ask them to use the given graphic Persuade
organizer. 3. Expected Response:
Inform
1. Stars shiver Because space is cold. Here they spin
The silences between them Vast and innumerable. -Stars (After Pascal) By Ramon C.
Sunico

2. Hold high the brow serene,

O youth, where now you stand;
Let the bright sheen
Of your grace be seen,
hope of my fatherland! - To the Philippine Youth by Dr. Jose Rizal

3. Days will pass,

And things will grow old.
Flowers will bloom,
And soon will decay.
But when friendship starts,
All of the year it will remain fresh. -Friendship by Vener Santos

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 B. Teacher’s Note observations on The teacher may take note
Remarks any of the following Effective Practices Problems Encountered of some observations
This lesson design areas: related to the effective
component prompts practices and problems
the teacher to strategies explored encountered after utilizing
record relevant the different strategies,
observations materials used materials used, learner
and/or critical engagement and other
learner engagement/
teaching events related stuff.
interaction
that he/she can
reflect on to assess Others Teachers may also suggest
the achievement of ways to improve the
objectives. The different activities
documenting of explored/Learning Activity
experiences is Sheets.
guided by possible
areas for
observation
including teaching
strategies
employed,
instructional
materials used,
learners’
engagement in the
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tasks, and other
notable
instructional areas.
Notes here can also
be on tasks that
will be continued
the next day or
additional activities
needed.
Teachers can be
provided with notes
on which particular
lesson
component(s) they
can focus on.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/
This lesson design What principles and beliefs informed my lesson? facilitated is essential and
component guides Why did I teach the lesson the way I did? necessary to improve
the teacher in ▪ students practice. You may also
reflecting on and for What roles did my students play in my lesson? consider this as an input
practice. Entries on What did my students learn? How did they learn? for the LAC/Collab
this component will ▪ ways forward sessions.
serve as inputs for What could I have done differently?
the LAC sessions, What can I explore in the next lesson?
which can center
on sharing best
practice; discussing
problems
encountered and
actions to be taken;
and identifying
anticipated
challenges and
intended solutions.

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Guide questions or
prompts may be
provided. Some
examples are given
here.

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