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.
Poetry: Descriptions and Imagery

Lesson Introduction: Core Memory

Out of the blue, the cheerful eleven-year-old Minnesota girl and
hockey aficionado, Riley, finds her world turn upside down,
when her parents decide to make a fresh start in San Francisco.
As a result, with Riley struggling to cope with the new reality,
her young mind's emotional headquarters--where the
fundamental feelings of Joy, Sadness, Anger, Disgust, and Fear
reside--are forced to work double time. Now, as the situation
spirals out of control, and desperate Joy tries her best to
troubleshoot the unprecedented problem, something starts to
happen in Riley's core memory sector.

https://www.youtube.com/watch?v=WIDYqBMFzfg
A core memory is a moment in your life that’s
said to shape who you are. Highly emotional
moments, both good and bad, may be more likely
to become core memories.

Core memories may influence your perspective,

actions, and opinions, but don't necessarily affect
your personality.
 Group Activity
Strengths and Weaknesses from
Last Year's English Class
Each student will identify and share one strength and one weaknes
from their performance in last year's English class.
After sharing, group members will take turns offering a
tip or piece of advice on how to address a weakness or
reinforce a strength shared by a member.
 Choosing a
Representative

Strengths and Weaknesses from

Last Year's English Class

The group will select one representative to share

their group's findings and feedback with the entire
class.
 Class
Presentation
Strengths and Weaknesses from
Last Year's English Class
The chosen representative from each group
will present their group’s collective insights,
tips, and advice to the class.
Criteria Excellent (4 points) Good (3 points) Fair (2 points) Poor (1 point) Score
Most members Some members Limited participation
All members actively
participated with contributed more from most members;
Collaboration participated and
minor disparities in than others; uneven one or two did all the
contributed equally.
contribution. participation. work.
Clear, respectful, and Poor communication;
Mostly clear
effective Communication was frequent
communication, with
Communication communication unclear at times, misunderstandings
occasional
among all group leading to confusion. that hindered
misunderstandings.
members. progress.
All aspects of the Most aspects were
Some aspects were Many aspects were
task were completed completed, with
Task Completion completed but lacked incomplete or
thoroughly and minor errors or
detail or accuracy. inaccurate.
accurately. omissions.
Highly creative Limited creativity;
Some creativity No creativity; ideas
approach; original ideas were mostly
Creativity shown; ideas were were copied or
ideas and solutions unoriginal or
somewhat original. absent.
presented. common.
Engaging and
Good presentation;
professional Fair presentation; Poor presentation;
visual aids mostly
Presentation presentation; clear visual aids used, but visual aids absent or
supportive, minor
visual aids used not well integrated. ineffective.
issues.
effectively.
What is core memory?

What are your weaknesses and how do

you plan address them?
 Activity: Knowing
Your Feelings
Through Music

"Ako Ay Pilipino."
What are your thoughts about the song
"Ako Ay Pilipino"?
How did the song make you feel?
Did you experience any specific emotions
while listening and singing (e.g., joy,
sadness, pride, love)? Why do you think
you felt that way?
Have you ever expressed your feelings in a
creative way, such as writing a poem or
song? Share your experience with the class.
"Think and Pick!"
• Are you familiar with the words you found in the
puzzle? How familiar are you with these words?

Define or explain any of these terms in your own

words?

Now that you know the key terms we will be using,

what are your expectations for our lesson on poetry?
 ‘AGREE’ or
‘DISAGREE’

A Character is an
individual who plays a part
in a literary piece.
 ‘AGREE’ or
‘DISAGREE’
Characterization is a term
used to describe the
strategies that an author
utilizes to present and
develop the characters in
literature.
 ‘AGREE’ or
‘DISAGREE’
A character that goes
against another character
is a conflict that does not
arise in a literary work.

ANTAGONIST
 ‘AGREE’ or
‘DISAGREE’
In a piece of writing, a
character may be pitted
against the society when he
is placed in opposition with
the government or a
cultural tradition

MAN VS.
SOCIETY
 ‘AGREE’ or
‘DISAGREE’
A linear plot is one that takes the text back in time
from the current point.
 ‘AGREE’ or
‘DISAGREE’
A linear plot is a narrative structure where events
are presented in chronological order, following a
straight line from the beginning to the end of the
story.

This type of plot is straightforward and easy to

follow, making it a common choice in literature and
storytelling.
‘AGREE’ or
‘DISAGREE’
 ‘AGREE’ or
‘DISAGREE’
Clear Beginning, Middle, and End: A linear plot typically
includes:
1.Exposition: Introduction of characters, setting, and
background information.
2.Rising Action: Development of the conflict and building
tension.
3.Climax: The turning point or most intense moment of the
story.
4.Falling Action: Events that follow the climax, leading
towards resolution.
5.Resolution: Conclusion of the story, where conflicts are
resolved.
 ‘AGREE’ or
‘DISAGREE’
One that moves in chronological order is
called a flashback plot.
‘AGREE’ or
‘DISAGREE’
 ‘AGREE’ or
‘DISAGREE’
The antagonist is the main character in a
story while the protagonist is the one that
opposes the main character.
 ‘AGREE’ or
‘DISAGREE’
The PROTAGONIST is the main character
in a story while the protagonist is the one
that opposes the main character.
i/

What can you say about each of the statement

used in our ‘Agree or Disagree’ activity?

Why is it important that you can

distinguish each element of poetry?
i/

Enhanced Interpretation: Each element—such as

imagery, meter, rhyme, and symbolism—contributes
to the overall meaning and emotional impact of a
poem. Recognizing these elements allows readers to
interpret the poem more deeply.
i/

Appreciation of Craft: Poetry is a crafted form of

expression. By identifying elements like alliteration,
assonance, and enjambment, readers can appreciate
the skill and creativity of the poet.
i/

Connection to Themes: Elements of poetry often tie

into the themes and messages of the poem.
Recognizing how these elements work together can
help readers connect with the poet's intent.
i/

Critical Analysis: For students and scholars,

analyzing these elements is essential for writing
essays or critiques. It enables a structured approach
to discussing poetry and supports arguments with
specific examples.
i/

Personal Response: Understanding the elements

allows readers to reflect on their own responses to
the poem. It encourages personal connections and
interpretations that may differ from others.
i/

Distinguishing the elements of poetry enriches

the reading experience, fosters appreciation
for the art form, and enhances critical
thinking skills.
DAY 3
Activity: Describing and
Reading
Concepts & Good descriptions
are also important
Definitions in poetry, making
connections
between the
students’
descriptions and
the imagery used in
poems.
“SONG” by NVM Gonzales
Behold the beautiful land,
The young hills and the corn;
In the green river’s womb
Children are born.

Honey’s in the forest

Blue fish in the sea;
The ash gray of the clearings
Grows grain for me.
Discussion “SONG”
Questions
by NVM
Gonzales

a. Name the character/s

that play or move.
 What feeling do you
Discussion think is expressed in
Questions the poem? Cite a text or
a line.

What are some What are the things

descriptive words you described in the poem?
found?
Discussion “SONG”
Questions
by NVM
Gonzales

e.How did the descriptive

words help you in
analyzing the poem?
 Descriptive Words

Descriptive words They can evoke specific emotions or

help a writer create moods, adding depth to the poem.
vivid mental Descriptive words provide specific
details that enhance the reader's
images for readers, understanding and engagement with
painting scenes, the poem.
emotions, or
sensory experiences They can describe physical
through language. characteristics, actions, or even abstract
concepts in a tangible way.
POWER OF
WORDS
Write their Form words out of the
answer on a ¼ jumbled letters and use
sheet of paper. the sentence provided as
context clues.
“For the Young Yearning
Melodies of green
a Song of Green.”
Exuberance to passerby.
By Arnold Molina Azurin
Twigs trip the wind
Never tell the children So leaves may flutter
Their fragrant salutes,
trees are numb
griefless goodbyes.
They hold secrets
Of soil or sun: they lisp
their quiet
 Guide Questions
(Fulfill Me)

DISCUSSION POINT DISCUSSION POINT DISCUSSION POINT

Who do you What word/s support Which line in the
think is the the author’s claim poem tells that there
one speaking to“Never tell the is a conflict?
in the poem? children trees are
numb”?
Guide Questions
(Fulfill Me)

DISCUSSION POINT

How was the

story revealed?
“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
 Guide Questions
(Fulfill Me)

DISCUSSION POINT DISCUSSION POINT DISCUSSION POINT

What are the What emotion or tone What pattern is

words that is present in the poem. used? Look at how
rhyme? Pick out the text the lines are being
evidence. written.
Guide Questions
(Fulfill Me)

DISCUSSION POINT
Can you describe
the choice of
words(diction)
used in the poem.
“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
 Guide Questions
(Fulfill Me)

DISCUSSION POINT DISCUSSION POINT DISCUSSION POINT

Whose What pattern is
attributes or What figure of used? Look at how
descriptions do speech do you the lines are being
these words think is used? written.
refer to?
 Guide Questions
(Fulfill Me)

DISCUSSION POINT
What are figures of speech? Do
you know of other figures of
speech like simile
and metaphor? Can you
mention some examples?
 Guide Questions
(Fulfill Me)

DISCUSSION POINT

In what point of view the poem

is presented?
 Guide Questions
(Fulfill Me)

DISCUSSION POINT

How are the sequencing of the

idea delivered?
 Formative
Assessment

Using the poem “For the

Young Yearning a Song of
Green,” the class needs to do
the following
 Learners’ CATCH UP
FRIDAY
Takeaways

Write three things you learned from this lesson.

List down two things you want to learn more about.
Ask one question about the lesson.
 Learners’ Exit Slip:
Takeaways 3, 2 1
Two representatives from each group
present their group's summary to the
class.
Thank you
See you next time.