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Quarter 1
Lesson Exemplar for Lesson

English 4
Lesson Exemplar for English Grade 7
Quarter 1: Lesson 4 of 8 (Week 4)
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
Writers:

• Jay-Ar M. Morales
• Melanie Mae N. Moreno
• Ma. Maja F. Taclas
• Khristmas C. Torres
• Rhayn C. Leongson (Malabon City National Science and Mathematics High
School)
Validators:

• Mahlen B. Antonio, LPT, Ph.D. (City College of San Fernando Pampanga)

• Christiandon Aviado, LPT. Ph. D. (Angeles University Foundation)

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 multi literacies 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 Learning Competency

Competencies EN7LIT-I-2 Analyze the maxims, universal truths, and philosophies presented in the literary text as a means of valuing
and Objectives other people and their various circumstances in life.
1. Recall significant points learned from the previous lesson about a literary text called Poetry.
2. Identify and explain common literary devices used in poetry.
3. Analyze the poem “A Poem That Has No Title” by Jose P. Rizal for general truths and convictions of essence to life.
4. Create a poetry one-pager.

D. Content Poetry: Literary Devices

E. Integration Sustainable Development Goal 4 Quality Education

II. LEARNING RESOURCES

Daguio, A. T. (1932). Man of Earth. Cordillera Sun. https://www.cordilleransun.com/2021/08/man-of-earth-poem-by-amador-t-

daguio.html#google_vignette
Gloria, A. M. (1928). To a Lost One. Read a Little Poetry. https://readalittlepoetry.com/2005/12/27/to-a-lost-one-by-angela-manalang-gloria/
Kids Treasure Map Images – Browse 5,156 Stock Photos, Vectors, and Video. (n.d.). Adobe Stock.
https://stock.adobe.com/search/images?k=kids+treasure+map
Marquez, N. (n.d.). The Sea. SCRIBD. https://www.scribd.com/doc/188485659/The-Sea-by-Natividad-Marquez
Rizal, J. P. (n.d.). The Song of Maria Clara (N. Joaquin, Trans.) All Poetry. https://allpoetry.com/The-Song-of-Maria-Clara
Vector pirate kids with map looking for treasure chest. Cute treasure hunt scene with children. Tropical island hunters illustration. Funny
pirate party element for kids isolated on white background. Stock Vector. (n.d.). Adobe Stock. from https://stock.adobe.com/images/vector-

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 pirate-kids-with-map-looking-for-treasure-chest-cute-treasure-hunt-scene-with-children-tropical-island-hunters-illustration-funny-pirate-
party-element-for-kids-isolated-on-white-background/500678273
Villa, J. G. (1942). God said, I Made a Man. Poem Hunter. https://www.poemhunter.com/poem/god-said-i-made-a-man/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. Mind Mingle (Short Review)
The teacher will start by asking students to reflect individually on the key concepts
and takeaways from the previous lesson. Then, students will pair up to discuss and
share their thoughts. Allow five to ten minutes for this discussion. Finally, invite a
few pairs to share their insights with the entire class.

2. Feedback
Navigating Ups and Downs
Students will collaborate in pairs to briefly reflect on the learning activities and
assessments from the previous lesson. Each student will identify one activity or
task where they excelled and one where they struggled. They will write down three
reasons for their success and three reasons for their challenges in their notebooks.
In pairs, students will compare their responses, noting any commonalities or
differences. After a brief discussion, they will brainstorm ideas for improving or
maintaining their learning performance.

Use the table below as a reference:

Navigating Ups and Downs

MY BEST MOMENT… I COULD DO A LITTLE NEXT TIME I WILL…

BETTER HERE…

B. Establishing 1. Lesson Purpose Lesson Purpose

Lesson Purpose Treasure of Ideas Treasure of Ideas

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 “Poetry is a treasure island, and your keen mind and sharp eyes are needed to
spot these precious gems. Share your thoughts, young adventurers of learning!” Image references:
https://stock.adobe.com/search/images?k=
kids+treasure+map

https://stock.adobe.com/images/vector-
pirate-kids-with-map-looking-for-treasure-
chest-cute-treasure-hunt-scene-with-
children-tropical-island-hunters-illustration-
funny-pirate-party-element-for-kids-
isolated-on-white-background/500678273

Guide Questions:
1. Do you agree that poems are treasure islands filled with precious gems? If so,
why?
2. Why do you think is it necessary for a reader to have a keen mind and sharp
eyes to spot these ‘precious gems?
3. How would you describe your journey so far in learning poetry?

2. Unlocking Content Vocabulary

Mix-Up Madness
Directions: Unlock the given words using the provided definition as your clue.
1. Word: YERAGMI
Definition: The use of descriptive language that appeals to the senses.
2. Word: NTOE
Definition: The attitude or emotional expression of the poet towards the subject
matter, audience, or the poem itself.
3. Word: DOOM
Definition: The overall atmosphere or emotional tone.
4. Word: HRYEM
Definition: The repetition of similar sounds at the ends of lines or within lines of a
poem.
5. Word: MILISE

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 Definition: A figure of speech that compares two different things using the words
"like" or "as".

C. Developing and Explicitation

Deepening
Understanding Dyadic Exchange

The teacher will ask the learners to work in pairs and discuss the following lines
lifted from a poem. The students will be given fifteen to twenty minutes to analyze
and exchange thoughts. Instruct the class to write their answers on their
notebooks.

Guide Questions:
● What was the condition or state of the writer at the time of speaking?
● How did he describe GOD?
● What sound device is present in the third set of lines?
● What kind of soul did the LORD give the writer? What else was he gifted with?
● What was given to him that did not have a limit? Is it perfect?
● What made these lines more attractive to read?
● What do you notice about the lines in Set 3? How do they sound?
What are Literary Devices? (Day 2)
Literary Devices What are Literary Devices?
Literary devices enhance writing by adding depth, emphasis, and a richer sensory (Day 2)
experience for the reader. They are tools and techniques that poets use to enrich Literary Devices
the meaning, imagery, and impact of their work.

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 ● Imagery - Descriptive language that appeals to the senses, creating vivid After discussing various literary
mental pictures for the reader. Examples include visual imagery (sight), devices, the teacher can assess
auditory imagery (sound), olfactory imagery (smell), gustatory imagery (taste), students' understanding
and tactile imagery or touch (e.g., "The scent of fresh rain on the earth"). through activities such as
matching exercises or
● Metaphor - A comparison between two unlike things, suggesting a similarity identification tasks.
or shared characteristic without using "like" or "as." A direct comparison
between two unlike things (e.g., "Time is a thief").

● Simile - A comparison between two unlike things using "like" or "as" (e.g., "Her
smile was as bright as the sun").
● Personification - Giving human characteristics or qualities to non-human
objects, animals, or abstract concepts (e.g., "The wind whispered through the
trees").
● Symbolism - Using objects, colors, or elements to represent deeper meanings
or ideas beyond their literal significance (e.g., "A dove symbolizes peace").
● Rhyme - The repetition of similar sounds, usually at the ends of lines in
poetry. Common rhyme schemes include AABB, ABAB, and ABCB.
● Tone - Tone can be conveyed through word choice, imagery, syntax, and
overall style. Common tones in poetry include playful, serious, nostalgic,
melancholic, sarcastic, hopeful, and reflective.
● Mood - The emotional atmosphere or feeling evoked in the reader by the poem.
Mood can range from joyful and celebratory to dark and ominous, depending
on the subject matter and the poet's treatment of it.
● Alliteration - The repetition of the same initial consonant sounds in a series
of words. Example: "Peter Piper picked a peck of pickled peppers."
● Hyperbole - An extreme exaggeration used for effect. Example: "I'm so
hungry I could eat a horse."
● Onomatopoeia - A word that imitates the sound it represents. Example:
"The bees buzzed loudly in the garden."

Practice Activity: Identifying the literary device

Directions: Identify the literary devices used in each of the following lines by
answering the corresponding questions. Circle the letter of the correct answer.

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1. “Why does the sun laugh, Mother, As it glints beneath the sun?”
- The Sea by Natividad Marquez

A. Simile B. metaphor C. Personification

2. What language element of a poetry is present in the following lines?

“Ardent kissed on a mother's lips are at play,
On her lap, upon the infant child's awakening,
The extended arms do seek her neck to entwine,
And the eyes at each other's glimpse are smiling.”
- Song of Maria Clara by Jose P. Rizal

A. Rhyme B. Alliteration C. Assonance

3. What mood is expressed in the following lines?

“I shall haunt you, O my lost one, as the twilight
Haunts a grieving bamboo trail,”
- “To a Lost One” by Angela Manalang Gloria

A. Anger B. Bitterness C. Longing

4. What is the feeling of the writer in the following lines?

“GOD said, “I made a man
Out of clay-
But so bright he, he spun
Himself to brightest Day
Till he was all shining gold,
And oh,
He was handsome to behold!
- GOD said “I Made a Man” by Jose Garcia Villa

A. Admiration B. Hatred C. Jealousy

5. What Point of view was used by the writer in the following lines?
Am I of the body,
Or of the green leaf?
Do I have to whisper
My every sin and grief?
- “Man of Earth” by Amador T. Daguio

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 A. First Person B. Second Person C. Third Person

Extended Practice Activity:

Instruction: Read each sentence below and write the literary device used.
1. "The stars danced playfully in the moonlit sky."
Literary Device: ___________________________ Extended Practice Activity:
2. "He was so tired, he could have slept for a thousand years." Answer key:
Literary Device: ___________________________ 1. Personification
3. "The fresh, juicy oranges were cold and sweet." 2. Hyperbole
Literary Device: ___________________________ 3. Imagery
4. "Blippy sells seashells by the seashore." 4. Alliteration
5. Simile
Literary Device: ___________________________
6. Onomatopoeia
5. "The thunder grumbled like an old man."
Literary Device: ___________________________
6. "The car engine roared to life.
Literary Device: ___________________________

Poetry One Pager

The teacher will guide the students in creating a poetry one-pager using a single
sheet of bond paper. The students should incorporate both text and illustrations to
identify and explain the literary devices present in the poem. Refer to the diagram
below for guidance and encourage the students to be as creative as possible.

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 Poetry Perspectives Exhibition: A Gallery Walk (Day 3)
1. Display the students' outputs from the previous activity around the classroom.
2. Provide sticky notes or slips of paper, markers, pens, or comment cards for
students to write their responses, feedback, and interpretations.
3. Have all students visit each displayed poem and leave their comments and
feedback.
4. After all students have visited each poem, gather them for a sharing session.
5. Ask a few students to share their feedback or interpretation of one or two
outputs, encouraging them to explain their reasoning and support their
insights with evidence from both the poem and the output.
6. Facilitate a discussion where students can compare different opinions, discuss
similarities and differences, and explore the creativity and coherence of each
output.
7. Conclude the gallery walk by summarizing key insights, themes, and
interpretations that emerged from the discussions.

B. Making DAY 4
Generalizations 1. Learners’ Takeaways
Takeoff Ticket: Blast Off Insights!
On a piece of paper, the students answer the following:
● Rocketing Reflections: Write three things you learned from this lesson.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Cosmic Curiosities: List down two things you want to learn more about.
_______________________________________________________________________
_______________________________________________________________________
● Interstellar Inquiry: Ask one question about the lesson.
_______________________________________________________________________

2. Reflection on Learning
A Brighter Mind

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 A light bulb moment where I had a I can apply what I learned from this
sudden realization during the lesson lesson practically by:
was:

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

A. Evaluating Formative Assessment

Learning Directions: Write True if the statement is correct and write False if the
statement is not correct.
1. Tone in poetry can be conveyed through word choice, imagery, syntax, and
overall style. Common tones in poetry include playful, serious, nostalgic,
melancholic, sarcastic, hopeful, and reflective.
2. Mood in poetry refers to the emotional atmosphere or feeling evoked in the
reader by the poem.
3. Personification involves giving human characteristics or qualities to non-human
objects, animals, or abstract concepts.
4. Symbolism in poetry refers to using objects, colors, or elements to represent
deeper meanings or ideas beyond their literal significance.
5. Rhyme in poetry is the repetition of similar sounds, usually at the ends of lines.

B. Teacher’s Note observations on The teacher may take note of

Remarks any of the following Effective Practices Problems Encountered some observations related to
areas: the effective practices and
problems encountered after
strategies explored utilizing the different strategies,

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 materials used materials used, learner
engagement and other related
stuff.
learner engagement/
interaction Teachers may also suggest
ways to improve the different
others activities explored/lesson
exemplar.

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

Reflection ▪ principles behind the teaching lesson conducted/ facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
▪ students consider this as an input for
What roles did my students play in my lesson? the LAC/Collab sessions.
What did my students learn? How did they learn?
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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