Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City
District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
Name: ELVIRA O. INOC Position: TEACHER III

Learning Area: Grade: 7 Date: August 8, 2024

ENGLISH Thursday
iPlan No.: Quarter/Week: Duration: 45 min.
Q1, W2
I. CURRICULUM STANDARDS AND LESSON COMPETENCIES CONTENT
A. Content Standards The learners demonstrate their multiliteracies and communicative competence in
evaluating Philippine literature (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 Standards The learners analyze the style, form, and features of Philippine poetry (lyric, narrative,
dramatic); evaluate poetry for 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. Most Essential Learning Learning Competency
Competency EN7LIT-I-1 Analyze literary texts as expressions of individual or communal values
within.
D. Learning Objectives 1. Explain and share a critical insight on the feelings evoked from a reading material.
2. Read and define words related to the text, and deduce meaning of words
3. Determine and differentiate the structure and elements of a poem.
4. Identify and evaluate the structural, biographical, historical, and sociocultural
context of a poem.
E. Content Poetry: Descriptions and Imagery
F. Integration Environmental awareness and preservation
SDG 13: Take urgent action to combat climate change and its impacts
SDG 15: Protect, restore, and promote sustainable use of terrestrial ecosystems,
sustainably manage forests, combat desertification, and halt and reverse land
degradation and halt biodiversity loss.
II. LEARNING RESOURCES
A. References English 7 Lesson exemplar Quarter 1-Week 1- Lesson 1
B. Other Learning Resources and
IntegrationAzurin, A. M. (n.d.). For the Young Yearning a Song of Green. SCRIBD.
Materials https://www.scribd.com/document/671710693/Demo
Gonzales, N.V.M. (2016, January 13). Song (Facebook post).
https://m.facebook.com/story.php?story_fbid=pfbid02jEHZ2Lpn23remTcsuTH3z9a9
Bn79PvKoPpigWzWarLV9B9eFNxYECU1i8L4pJSBKl&id=1662964510652952#_=_
III. TEACHING AND LEARNING PROCEDURES
Preliminaries
A. Activating Prior Knowledge .
( ___minutes) A. MOL
Minds and Moods a. Greeting
b. Prayer
c. Attendance Check

B. Mix and Match

Directions: Arrange the jumbled letters on Column A. Then match it to its definition in
Column B.

Column A Column B

1. LOPT A. the central message expressed in the poem

Sta. Rosa National High School

Address: Sta. Rosa, Lapu-Lapu City
Sta. Rosa National High School-JHS - DepEd Region 7
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City
District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
2. DOMO B. refers to the occurrence of same sounds of the
3. MYRHE last words in every line
4. GAMERYI C. the emotion expressed in the poem
5. HEMET D. the series of events in the literary piece
E. the use of words that appeal to the five senses
B. Establishing Lesson Purpose ● Why is it important that you can distinguish each element of poetry?
(___ minutes)
Aims 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.

C. Developing and Deepening Reading a Poem: Fulfill Me, Point It Out! Find My Form, Color Me
Understanding The class will read a poem out loud entitled “For the Young Yearning a Song of
(___ minutes) Green.” The reading will be divided per stanza, and guide questions will be asked
Tasks and Thoughts for every pauses. The class will also be divided into three (3) groups. Each group will
focus on their assigned task/stanza.
For the Young Yearning a Song of Green
By Arnold Molina Azurin

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.
Group 1: 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.”

Group 2: 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,

Sta. Rosa National High School

Address: Sta. Rosa, Lapu-Lapu City
Sta. Rosa National High School-JHS - DepEd Region 7
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City
District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
Each leaf falling
Is the precious page in their petition
For still a verdant season

Group 3: 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?
Each group will choose a reporter to give their answers to their assigned questions.
The presentation of each group will be graded based on the following criteria:

Completeness of the answers - 30 %

Correctness of the answers - 30%
Delivery of the answers - 30%
Cooperation of the members - 10%
TOTAL - 100%
D. Making Generalization and Descriptive Words
Abstraction Descriptive words help a writer create vivid mental images for readers, painting
(___ minutes) scenes, emotions, or sensory experiences through language. They can evoke specific
emotions or moods, adding depth to the poem. Descriptive words provide specific
details that enhance the reader's understanding and engagement with the poem.
They can describe physical characteristics, actions, or even abstract concepts in a
tangible way.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
E. Evaluating Learning On a piece of paper, the students answer the following:
(___minutes) ● Write three things you learned from this lesson.
Tools for Assessment ● List down two things you want to learn more about.
● Ask one question about the lesson.
F. Teacher’s Remarks
Annotations
G. Teacher’s Reflection
Gaps and Gains

Prepared by:

ELVIRA O. INOC
Teacher III

Inspected by:

KARLA MAY A. SABUSAY

English Coordinator

Checked by:
Sta. Rosa National High School
Address: Sta. Rosa, Lapu-Lapu City
Sta. Rosa National High School-JHS - DepEd Region 7
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City
District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines

JUDELYN O. DUGAN
Master Teacher II, English Dept.

Noted by:

NATIADEL P. SAYO
Principal I`

Sta. Rosa National High School

Address: Sta. Rosa, Lapu-Lapu City
Sta. Rosa National High School-JHS - DepEd Region 7