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Quarter 1
Lesson Exemplar Lesson

for English 6
Lesson Exemplar for English Grade 7
Quarter 1: Lesson 6 of 8 (Week 6)
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
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Development Team

Writer:

• Mirasol Cabadson (Malabon National High School)

Validator:

• PNU-RITQ Development Team

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 EN7LIT-I-4 Compose literary texts using appropriate structure

Competencies 1. Supply the purpose and features of lyric, dramatic and narrative poetry.
and Objectives 2. Compose poems by following a model reflecting Filipino love, culture and aspirations and observing the structure
elements of poetry.
3. Share point of view about poems- lyric, dramatic and narrative.

D. Content Purpose and Features of Poetry (Dramatic, Lyric and Narrative

E. Integration SDG 5: Achieve gender equality and empower all women and girls.
SDG 1: End poverty in all its forms everywhere.

II. LEARNING RESOURCES

Armee Antonio. (n.d.). Senakulo Script (English). Scribd. https://www.scribd.com/document/422478945/Senakulo-Script-English

Castro, S. (n.d.). Sonnet-I-Philippines.pptx. Scribd. https://www.scribd.com/presentation/451184866/Sonnet-I-Philippines-pptx
My Favorite Song Collection. (2021, December 22). SET YOU FREE /lyrics By: Side A [Video]. YouTube.
https://www.youtube.com/watch?v=KEupAJOKNSo
Pera, A. (2017, July 17). Poems. SlideShare. https://www.slideshare.net/angelitopera/poems-77952419
Polyeastrecords. (2021, October 16). Joey Albert & Pops Fernandez - Points of View (Official Lyric Video) [Video]. YouTube.
https://www.youtube.com/watch?v=nmw_Jp8lT94
Regalado, J. (n.d.). Ballad of a Mother’s Heart by Jose la Villa Tierra. Scribd. https://www.scribd.com/doc/154061745/Ballad-of-a-Mother-s-
Heart-by-Jose-la-Villa-Tierra

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Allow the students to fill out

Knowledge Short Review the boxes below with
Know Me More necessary descriptions to
Ask students to write down significant information they can recall about Lyric, find out more about their
Dramatic and Narrative poetry. Allow the students to use the illustration below as prior knowledge and
their guide. understanding about the
lesson.

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B. Establishing 1. Lesson Purpose
Lesson Purpose Let the class watch the video and ask them to write down significant information
shown.
Video Link: https://www.youtube.com/watch?v=nXvJsarLxQc
Questions:
What is lyric poetry? How does it differ to narrative and dramatic poetry?
Sing and Pick!
Directions: Allow the students to sing the song and write down some significant
lines which you can relate to.
https://www.youtube.com/watch?v=KEupAJOKNSo
Process the students’
answers and direct students
to the lyric poetry which is
one of the types which has
been discussed and connect
the discussions to dramatic
2. Unlocking Content Vocabulary and narrative types.
Look AT ME
Directions: Allow the students to read the sample poem below and pay attention to
how the poem is formed and structured.

Proem
Jose Garcia Villa

The meaning of a poem is not a meaning of words.

The meaning of a poem is a symbol like breathlessness of birds.
A poem cannot be repeated in paraphrase.
A poem is not thought but grace.
A poem has no meaning but loveliness.
A poem has no purpose than to caress.

Questions:
1. What words rhyme?
2. How many lines does the poem have?
3. What lines are similarly structured.
4.What is the purpose of the writer? Give your reason/s.
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 5.Do you think it has musicality? Why?
6.What does the poem want to convey?
7. How do you describe your friend? How would you take care and value your
friendship?

Points of View: Let students listen to the song, Points of View by Pops Fernandez
and ask them to sing and study the lyrics.
https://www.youtube.com/watch?v=nmw_Jp8lT94

C. Developing and DAY 2

Deepening 1. Explicitation Teacher can vary his/her
Understanding SPOT THE DIFFERENCE strategy on how to present
Directions: Ask students to have a walk through the examples of poem given, fill the lesson). Then, teacher
out the chart to show if the structure elements are present. will process the students
answer and direct them on
POEM 1: how the poem is
constructed.
SONNET I
Jose Garcia Villa

First, a poem must be magical,

Then musical as a seagull.
It must be a brightness moving
And hold secret a bird’s flowering
It must be slender as a bell,
And it must hold fire as well.
It must have the wisdom of bows
And it must kneel like a rose.
It must be able to hear
The luminance of dove and deer.
It must be able to hide
What it seeks, like a bride.
And over all I would like to hover
God, smiling from the poem’s cover.

POEM 2:
Senakulo (Excerpt)

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 Help the learners
Jesus had cried again with a loud voice, yielded up the ghost understand that poem no. 1
And, behold, the veil of the temple was rent in twain from the top to the bottom; is considered lyric poetry
and the earth did quake, and the rocks rent; because it is the expression
And the graves were opened;
of man’s thoughts and
and many bodies of the saints which slept arose,
And came out of the graves after his resurrection, feelings and is intended to
and went into the holy city, and appeared unto many. be sung.

Poem 2 is a good piece to be

POEM 3: acted on stage so it is
Ballad of a Mother's Heart considered as dramatic
Jose La Villa Tierra poetry

The night was dark, for the moon was young Poem 3 is a narrative
And the stars were asleep and rare; because it tells a story,
The clouds were thick, yet Youth went out
To see his Maiden fair.

"Dear One," he pleaded as he knelt However, the teacher has to

Before her feet, in tears, make it clear that if it is
"My love is true; why have you kept intended to be sung then it
Me waiting all these years?" can also be considered as
lyric poetry.
The maiden looked at him unmoved,
It seemed, and whispered low:
"Persistent Youth, you have to prove
By deeds your love is true."

"There's not a thing I would not do

For you, Beloved," said he.
"Then go," said she, "to your mother dear
And bring her heart to me."

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 Structure Elements of a Poem Present Not Proof
Found
A. Conflict

• Character VS. Character

• character vs. society
• character vs.
nature/environment

B. Character

C. Characterization
D. Plot: linear and flashback

E. Rhyme and meter

F. Diction

G. Tone and mood

H. Style

I. Patterns and motifs

J. Figures of speech and sound
devices
K. Point of view and narrative
techniques
2. Worked Example

Lyric poetry refers to a short poem, often with songlike qualities, that
expresses the speaker’s personal emotions and feelings. Historically intended to
be sung and accompany musical instrumentation, lyrics now describe a broad
category of non-narrative poetry, including elegies, odes, and sonnets.

Narrative poem is the oldest form of poetry, and one of the oldest forms of
literature. It is used to tell a story. The poet combines elements of storytelling—
like plot, setting, and characters—with elements of poetry, such as form, meter,
rhyme, and poetic devices.

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 Dramatic Poetry is a form of poetry that is written in verse and meant to be
recited in public or acted out. Dramatic poetry is often in the form of long
speeches either to another actor, the audience, or oneself by musing aloud.

Structure Elements
Conflict, character vs. character, characterization, plot, linear and flashback,
rhyme and meter, diction, tone and mood, style, patterns and motif, figures of
speech and devices, point of view and narrative techniques and organic unity.
The poems may include values, attitudes, beliefs, traits and culture. Poems are
also the expressions of feelings, thoughts, attitudes and aspirations in life.

Read the following poem and answer the questions that follow:
The highway dust is on my face,
I long for rest, for home, for grace.
My boots are worn, my heart is sore,
I wonder if I'll see them anymore.

Questions:
1. Does the poem tell a story about a character's journey?
2. Does it have elements like plot, setting, and characters?
3. Based on the clues, what type of poem is this most likely to be?

3. Lesson Activity
Follow Me
Ask the students to read the example poem given. Ask them to compose their
own original poem by following the given model. You may present the following
set of ideas as writing prompts:

1. Drought: Sun, Land

2. Love: God, Society
3. Flood: Water, Debris
4. War: Soldiers, Freedom
5. Progress: Hard-work, Innovation

The Storm
Godofredo Bruce Bunao

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The sea
Has taken over the boulevard

The tree
Stands stiffly, the last guard,

The storm
Prepares the strongest breath

Its form
Carrying a cold, wet death,

The tree
Is suddenly caught off guard

And the sea

Key to corrections:
Is all there is to see
The sea is all there is.
1. Yes, the poem describes a
Rubrics for writing poetry focusing on elements of structure character's feelings during
Points Points Description Description a journey, mentioning
worn boots, longing for
15-20 Excellent The structure is intentional
and elements flow
home, and uncertainty
seamlessly together to about the future.
enhance meaning of 2. It hints at a plot (the
message. journey) and mentions a
character's internal
Poem is complete.
10-14 Good The structure is intentional struggle.
and elements flow together 3. This poem is most likely a
to enhance meaning of narrative poem. It uses
message. elements of storytelling to
Poem is complete.
convey the speaker's
5-9 Fair Structure somewhat emotions during a
contributes to meaning. journey.

Poem is not fully developed.

0-4 Poor Overall form lacks coherence
and message is unclear.
Poem is not complete.

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 DAY 3
Listen and Construct
Directions: Play instrumental music and ask students to listen to it and compose a
four-stanza poem on what thoughts and emotions they can evoke from the song.
https://moody.utexas.edu/sites/default/files/POSTER%20Rubric.docx.pdf

Rubrics

Points Points Description Description

15-20 Excellent The structure is intentional
and elements flow
seamlessly together to
enhance meaning of
message.

Poem is complete.
10-14 Good The structure is intentional
and elements flow together
to enhance meaning of
message.

Poem is complete.
5-9 Fair Structure somewhat
contributes to meaning.

Poem is not fully developed.

0-4 Poor Overall form lacks coherence
and message is unclear.
Poem is not complete.

D. Making DAY 4
Generalizations 1. Learners’ Takeaways
Complete Me

Ask students to complete the lines with the appropriate words that rhyme to
form complete the poem.

Lovely birds are ________

Swaying, dancing and ______
In their mouths are words of praise
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 For heaven’s abundant ________.
Flowers are _________
Praying to God.
Praising for all the ________
Nature has given.

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

I have learned that poetry is _____________________________________________.

Writing poem include the different structure elements such as

__________________________________________________________________________.

Lyric poetry is ___________________________________, Dramatic poetry pertains to

______________________________, while Narrative poetry focuses on
______________.

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

A. Evaluating 1. Formative Assessment

Learning Write My Poem
Directions: Ask learners to compose a poem for their mothers or anyone in the
family whom they want to share it with. Ask them to apply the structure elements
learned.

Rubrics

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 Points Points Description Description
15-20 Excellent The structure is intentional
and elements flow
seamlessly together to
enhance meaning of
message.

Poem is complete.
10-14 Good The structure is intentional
and elements flow together
to enhance meaning of
message.

Poem is complete.
5-9 Fair Structure somewhat
contributes to meaning.

Poem is not fully developed.

0-4 Poor Overall form lacks coherence
and message is unclear.
Poem is not complete.

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/lesson exemplar.
experiences is
guided by possible
areas for

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observation
including teaching
strategies
employed,
instructional
materials used,
learners’
engagement in the
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 practice. You may also
reflecting on and for ▪ students consider this as an input
practice. Entries on What roles did my students play in my lesson? for the LAC/Collab
this component will What did my students learn? How did they learn? sessions.
serve as inputs for ▪ ways forward
the LAC sessions, What could I have done differently?
which can center What can I explore in the next lesson?
on sharing best

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practice; discussing
problems
encountered and
actions to be taken;
and identifying
anticipated
challenges and
intended solutions.
Guide questions or
prompts may be
provided. Some
examples are given
here.

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