Republic of the Philippines

Department of Education
Region VII-Central Visayas
SCHOOLS DIVISION OF BOHOL

Instructional Design Framework (IDF)

MATATAG Curriculum

Teacher’s Name: MA. GRACE AMOR C. BRINA Quarter: 1 Date: August 5-9, 2024
Subject and Grade Level: English 7 Week: 2 Time: 8:45-9:45 & 10:00-11:00
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (poetry) for
A. Content Standards clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that reflect local and
national identity.
The learners analyze the style, form, and features of Philippine poetry (lyric, narrative, dramatic); evaluate poetry for clarity of
B. Performance
meaning, purpose, and target audience; and compose and publish an original multimodal literary text (poem) that represents
Standards
their meaning, purpose, and target audience, and reflects their local and national identity.
Learning Competency
EN7LIT-I-1 Analyze literary texts as expressions of individual or communal values within.
Learning Objectives
C. Learning 1. Share specific thoughts or insights on Filipino values discussed in class.
Competencies and 2. Write a short prayer showing the elements of poetry.
Objectives 3. Analyze the given poem according to the assigned concept.
4. Share their ideas and thoughts about significant concepts from the poem and relate it to your specific local identity or
Filipino identity in general.
D. Content/s Poetry: Basic Elements
A. Integration Sustainable Development Goal 4 Quality Education
II. LEARNING RESOURCES
 11,020 Boy Girl Praying Royalty-Free Images, Stock Photos & Pictures. (n.d.). Shutterstock.
 https://www.shutterstock.com/search/boy-girlpraying Galan, R. S. (2015, August 9). Tartanilla [Facebook Post].
 https://www.facebook.com/100040847452939/posts/1616923655248011/ Kalesa. (2024, May 17). Wikipedia.
 Pinterest. (n.d.). Pinterest. https://www.pinterest.ph/pin/30680841200611806/visualsearch/?x=16&y=16&w=532&h=376&surfaceType=flashlight
 Strauss, L. (2015). A Filipino Dream – My Spirit. Poetrysoup. https://www.poetrysoup.com/poem/a_filipino_dream_-_my_spirit_645256

III. TEACHING AND LEARNING PROCEDURE

DAY 1
Short Review
1. P.O.E.T.R.Y.: Playing with Words in Acronymic Style
The teacher will show or write the word ‘POETRY’ on the monitor and explain that to recall the previous lesson, today’s task is
to think of words or phrases that start with each initial letter and are relevant to the topic of poetry. These words or phrases will be the
building blocks of their acronym. The learners will work in group and each group will present their work in front of the class.
A. Activating Prior
Knowledge
Feedback
(Minds & Moods)
2. Spotlight on Strengths: Illuminating Your Superpowers
The class will work in groups consisting of four – five members. Each student will share a moment from the previous less where they
think they did the best and why they did exceptional during that time. The group members will take turns sharing and come up with
an idea on how they can reinforce their positive attributes. The group will then choose a representative to share their answers and
feedback to the class.

B. Establishing Lesson Lesson Purpose Activity:

Purpose Imbibe Me
(Aims) The teacher will show the image below to the students and ask them the following questions to guide their discussion:
 1. Look at the image carefully. What do you see? Describe the image as best as you can.
2. What Filipino value do you think is shown in the image? Why do you think so?
3. When you pray, what do you usually pray for? Share some lines from your prayers and explain why they
are important to you.
4. How does prayer play a role in your life? What does it mean to you?
Think, Pair, and Share
 The teacher will ask the class to form pairs and collaborate to write a prayer using the elements of poetry. Students can
choose to write a free-verse poem or a rhyming poem as their prayer.
 Once the pairs have completed their poems, they will take turns reading their work aloud to the class.
 Encourage the rest of the class to listen attentively and provide positive comments or constructive suggestions after each
reading.
Guide Questions:
a. How did you feel about writing a poem using the elements of poetry? Describe your experience.
b. Do you think there is a connection between writing poetry and writing a prayer? Explain your thoughts.
c. Did you face any challenges while writing your prayer poem? If so, how did you address them?

2. Unlocking Content Vocabulary

Guess The Word
The teacher will present a series of pictures and provide a definition as a clue for the students to guess a word.

Hint: A type of horse-drawn carriage or a traditional Filipino horse-drawn vehicle. It is commonly used as a mode of transportation in
rural areas and small towns in the Philippines. 10 letters.

Word to Guess: Tartanilla

Once the students successfully guess the word, engage them with the following questions:
Guide Questions:
1. Based on the images shown, how would you describe a tartanilla?
2. What are your thoughts on tartanilla as a vehicle? How does it compare to other modes of transportation?
3. Do you think tartanillas are still commonly used today? If so, where can they be found?
4. What significance does the tartanilla hold in Filipino culture?

C. Developing and 1. Explicitation

Deepening Brain Blossoms: Cultivating Ideas and Thoughts
Understanding
(Tasks and Thoughts)

Processing Questions:
1. How did creating the flower concept map help you better understand the concept of poetry?
2. What did you learn about your own experiences with reading, writing, and understanding poetry while making the concept map?
3. If you were to analyze a poem right now, what would be the first step you take?

DAY 2 - 3
2. Worked Example

Basic Elements of Poetry

● Form - Refers to how the poem is put together, like its structure and design. This includes things like how it rhymes, the rhythm of
the words, how the lines are grouped into stanzas, and how it looks on the page.
● Line – The basic unit of poetry, often characterized by its length, rhythm, and arrangement on the page.
● Imagery – Descriptive language that appeals to the senses, creating vivid mental pictures and sensory experiences for the reader.
This means the writer chooses words that help you imagine how things look, sound, feel, smell, or taste.
● Sound Devices – Techniques such as rhyme, rhythm, alliteration, assonance, consonance, and onomatopoeia that create auditory
effects and enhance the musicality of a poem.
● Figurative Language- Figurative language adds depth, nuance, and emotion to poetry by going beyond literal meanings and inviting
readers to interpret and experience the text in different ways through the use of metaphors, similes, personification, hyperbole, etc. It
allows poets to convey complex ideas, emotions, and experiences through imaginative and creative language.
● Theme- The central idea, message, or underlying meaning of a poem, often expressed through recurring images, symbols, or
motifs.

How do you look at the context of a poem?

Poems often have biographical, historical, and socio-cultural contexts because these contexts greatly influence the themes,
styles, and messages of the poems.

Here are the things you need to remember when identifying them:
1. Biographical Context
● Includes the life experiences, background, beliefs, and personal history of the writer.
● Understanding the writer's biography can provide insights into the motivations, emotions, and perspectives behind their poems.
● This context may influence the theme, subject, and style of the writer.
● Personal experiences often shape the themes and emotions explored in poetry, making biographical context crucial for
understanding the writer's perspective and creative process.
2. Historical Context
● Refers to the time period, events, social conditions, and cultural movements in which the poem was written.
● Examining historical context helps readers understand how societal changes, political events, or cultural shifts may have influenced
the poet's perspective and message.

3. Socio-Cultural Context
● Refers to the social, cultural, and ideological environment in which the poem is produced and received.
● Socio-cultural context includes factors such as societal norms, values, beliefs, traditions, and cultural identities.
● This context may influence the themes, symbols, language choices, and interpretations of the poem, as well as how the poem is
received and understood by different audience.

Practice Task
Filipino Heritage
By Francisco Balagtas

Our heritage, a tapestry rich and grand,

Woven with stories of our native land.
From Luzon's mountains to Mindanao's shores,
Filipino identity, forever soars.

Guide Questions:
1. How would you describe the form and structure of the poem? What do you notice about the length and arrangement of the lines?
2. Did the author use any imagery, sound devices (like rhyme or alliteration), or figurative language (like metaphors or similes)?
Provide examples from the poem
3. What do you think is the main message or theme of the poem? How well did the author convey this theme through their choice of
words?
4. What can you tell about the background of the poem? Consider the author's life, the historical period, or the cultural setting when
the poem was written.

3. Lesson Activity
The teacher will ask the learners to work in pairs. Their task is to analyze the poem and answer the table provided.
Tartanilla
By Ralph Semino Galan

I miss the sound of hoof steps

Pattering on the pavement like rain.

How I long for the sweet scent

Of summer rain between late dusk
 And early evening, like croaking
Of the frogs, evoking memories lost In the stars.

Perhaps the heroes too

Have flown to the skies as comets

Acquiring pegasic wings no carriage

Can resist, no memory can recall.
Describe the form of the poem
How are the lines arranged in the poem? What can you say
about how the lines were used?
Did the author use any form of imagery? Cite some line/s from
the poem.

Did the author employ the use of figurative language? How?

What is the central idea of the poem?
Is biographical context applicable to this poem? If yes, what
analysis can you infer from it? Cite evidence.
Is historical context applicable to this poem? If yes, what
analysis can you infer from it? Cite evidence.
Is socio-cultural context applicable to this poem? If yes, what
analysis can you infer from it?
DAY 4
1. Learners’ Takeaways Exit Slip:
On a piece of paper, the students answer the following:
● Write three things you learned from this lesson.
D. Making Generalizations ● List down two things you want to learn more about.
(Abstraction) ● Ask one question about the lesson.
2. Reflection on Learning Activity: Sharing Learning Moments and Areas for Improvement
The teacher will divide the class into small groups and prompt them to discuss their most effective learning experiences as well
as areas they believe they can enhance. Afterwards, each group will combine their insights, and two representatives from each group
will present the answer to the class.

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

E. Evaluating Learning Formative Assessment
(Test) Instruction: Examine the sections of the poem provided and complete the table by sharing your insights. Then, discuss important
themes from the poem and connect them to your own local identity or the broader Filipino identity.
 A Filipino Dream – My Spirit
Stanza 1
I have a Filipino dream!
Stop the war and wild loud of scream
I have a dream not for myself.
Not a selfish man who thinks of himself.
Stanza 2
I have a Filipino dream!
Cease the pain of a poor at the stream.
Three stars are united as one.
My dreams and love are bounded as one.

Context Evidence from the Text Explanation (Reasoning)

Biographical
Historical
Socio-cultural
Note observations on
any of the following Effective Practices Problems Encountered
areas:

Strategies explored

F. Teacher’s Remarks Materials used

(Annotations)
Learner Engagement
/ Interaction

Others
G. Teacher’s Reflection Reflection guide or prompt can be on:
(Gains)  Principles behind the teaching:
What principles and beliefs informed my lesson?

___________________________________________________________________________________________________________
Why did I teach the lesson the way I did?

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 Students:
What roles did my students play in my lesson?
 ___________________________________________________________________________________________________________
What did my students learn? How did they learn?

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 Ways forward:
What could I have done differently?

___________________________________________________________________________________________________________
What can I explore in the next lesson?

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Prepared by: Checked by:

MA. GRACE AMOR C. BRINA JUDITH S. REAL

Subject Teacher Principal I