MATATAG School: DepEdClub.

com Grade Level: 7

K to 10 Curriculum Learning ENGLISH
Weekly Lesson Log Teacher: Area:
Teaching Dates and Time: JULY 29 – AUGUST 2, 2024 (WEEK 1) Quarter: 1

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (poetry) for
Standards 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 clarity of
Standards 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-1 Analyze literary texts as expressions of individual or communal values within.
and Objectives 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.
D. Content Poetry: Descriptions and Imagery

E. 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 Core Memory | Know Your Meme. (n.d.). Www.google.com. Retrieved May 24, 2024, from https://www.google.com/imgres?imgurl=https://i.kym-
cdn.com/entries/icons/mobile/000/033/955/memory.jpg&tbnid=sR1QlcIlpzmFlM&vet=1&imgrefurl=https://knowyourmeme.com/meme s/a-core-
memory&docid=cDdMpRDnhxGqZM&w=800&h=450&source=sh/x/im/m5/1&kgs=d13dd7006f9fb8d3&shem=abme

Aguilar PH. (2021). Ako ay Pilipino Lyrics [Video]. YouTube. https://www.youtube.com/watch?v=XBmD51IiGCY

 Azurin, A. M. (n.d.). For the Young Yearning a Song of Green. SCRIBD. 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=pfbid02jEHZ2Lpn23remTcsuTH3z9a9Bn79PvKoPpigWzWarLV9B9eFNxYECU1i8L4pJSBKl
&id=1662964510652952#_=_
Hardy, L. (2017). Lyrical Poetry [Video]. YouTube. https://www.youtube.com/watch?v=nXvJsarLxQc
Inside Out (2015) - IMDb. (n.d.). Www.google.com. from https://www.google.com/imgres?imgurl=https://m.media-
amazon.com/images/M/MV5BOTgxMDQwMDk0OF5BMl5BanBnXkFtZTgwNjU5OTg2NDE@._V1_.jpg&tbnid=0NiZff6uNziBM
M&vet=1&im grefurl=https://www.imdb.com/title/tt2096673/&docid=Im6OB7rkSxhclM&w=1086&h=1609&source=sh/x/
im/m5/1&kgs=009ed32792 e4e19a&shem=abme
My Favorite Song Collection (2022). Set You Free [Video]. YouTube. https://www.youtube.com/watch?v=KEupAJOKNSo
Polyeastrecords. (2022). Points of View. [Video]. YouTube. https://www.youtube.com/watch?v=nmw_Jp8lT94

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. A Core Memory (Short Review)
Show to the class a picture from the Disney film ‘Inside Out’. Ask the students if
they are familiar with the movie. Briefly, share the plot of the study and introduce the
concept of core memory or memories which makes one feel extremely happy, sad, or
excited. Encourage them to share a core memory from their previous English class. Ask
them what made them choose that memory or what made that story unforgettable.
Allow the students more time to recall their memories and encourage them to share
these memories to the class. Link:
https://images.app.goo.gl/hwgaoZ1AVmg
Group Activity: Strengths and Weaknesses from Last Year's English Class u 1jQp6

1. Group Formation: Organize the class into groups of 4-5 members.

2. Individual Sharing: Each student will identify and share one strength and one
weakness from their performance in last year's English class.
● Examples of strengths could include strong essay writing skills, good
understanding of grammar, or effective participation in class discussions. Core memory
 Link:
● Examples of weaknesses could include difficulties with reading comprehension, https://images.app.goo.gl/2c2EQFR6oLC
challenges in vocabulary usage, or struggles with public speaking. 5 zjMA7

The images can be shown by

3. Group Discussion: After sharing, group members will take turns offering a tip or piece of printing it out or by using a
advice on how to address a weakness or reinforce a strength shared by a member. projector/ television.
● Tips for addressing weaknesses might include strategies like regular reading
Feedback
practice, using vocabulary-building apps, or practicing public speaking.
Group Activity: Strengths and
● Tips for reinforcing strengths might include engaging in advanced writing exercises, Weaknesses from Last Year's
participating in debate clubs, or taking on leadership roles in group projects. English Class
4. Choosing a Representative: The group will select one representative to share their
This activity not only helps in
group's findings and feedback with the entire class.
identifying personal areas for
5. Class Presentation: The chosen representative from each group will present their
improvement but also fosters
group’s collective insights, tips, and advice to the class. collaborative learning and peer
support.

B. Establishing Lesson Purpose Link for the song:

Lesson Purpose Activity: Knowing Your Feelings Through Music (https://www.youtube.com/watch?v=Yl
xiKw4tN8s)
1. The teacher will introduce the nationalistic song "Ako Ay Pilipino."
2. Listening and Singing: To easily facilitate the sing- along
● First Listening: Play the song "Ako Ay Pilipino" once for the students to familiarize portion of the activity, the
teacher may print out the lyrics
themselves with the tune and lyrics.
of the song and distribute it to
● Second Listening: Play the song a second time, encouraging students to sing along. the class, or simply show the
lyrics of the song using a
3. Class Discussion: After the singing activity, initiate a class discussion with the following
television or projector.
questions:
a. General Impression: What are your thoughts about the song "Ako Ay Pilipino"? Activity: Knowing Your Feelings
b. Emotional Response: How did the song make you feel? Through Music
c. Specific Emotions: Did you experience any specific emotions while listening and This activity aims to help
singing (e.g., joy, sadness, pride, love)? Why do you think you felt that way? students connect with their
emotions through music,
understand their emotional
 d. Creative Expression: Have you ever expressed your feelings in a creative way, such as responses, and share how they
writing a poem or song? Share your experience with the class. express their feelings
4. Sharing Experiences: Encourage students to share their personal experiences of
expressing their emotions creatively. This could include writing, drawing, singing, or any
other form of artistic expression.
Unlocking Content
Unlocking Content Vocabulary Activity: Vocabulary
Think and Pick! Word Puzzle Activity: Think and Pick! Word
Puzzle
This activity helps students
become familiar with key poetry
terms and sets expectations for the
upcoming lesson.

The teacher introduces the "Think and Pick!" word puzzle, which contains key terms related
to poetry.

1. Word Puzzle Activity: Students are given time to find and write down at least five words
from the puzzle in their notebooks. Words can be found horizontally, vertically, and
diagonally.
2. Class Discussion: After completing the puzzle, the teacher asks the students:
a. Are you familiar with the words you found in the puzzle? How familiar are you
with these words?
b. Define or explain any of these terms in your own words?
c. Now that you know the key terms we will be using, what are your expectations for
our lesson on poetry?
C. Developing and 1. Explicitation
Deepening Agree or Disagree
Understanding The teacher will ask the students to read and answer the following statements
below. The learners will simply write ‘AGREE’ or ‘DISAGREE’ on their notebook.

After answering and checking the ‘Agree or Disagree’ activity. The teacher will ask
the students the following questions:
● 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? 2. Worked Example

Suggested image for a beach

DAY 2 - 3
2. Worked Example
Activity: Describing and Reading**

1. Image Description:
● The teacher shows an image of a beach to the class. https://pixabay.com/photos/
boracay- beach-2065643/
● Students are asked to describe the beach as best as they can.
2. Connecting to poetry: The teacher explains that good descriptions are also important in The teacher can use other images
poetry, making connections between the students’ descriptions and the imagery used in that will best fit to the needs
poems. and/or actual experience/s of the
students.
3. Reading a Poem: The teacher asks the students to read the short poem "Song" by NVM
Gonzales

Behold the beautiful land, The

young hills and the corn; In the
green river’s womb Children Process the students answers and
are born. help them understand that those
elements are present in the poem.
Honey’s in the forest
Blue fish in the sea;
The ash gray of the clearings
Grows grain for me.

4. Discussion Questions: After reading, the teacher asks the following questions:
a. Name the character/s that play or move.
b. What feeling do you think is expressed in the poem. Cite a text or a line
c. What are the things described in the poem?
d. What are some descriptive words you found?
e. How did the descriptive words help you in analyzing the poem?

Descriptive Words
Descriptive words help a writer create vivid mental images for readers, painting 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.

POWER OF WORDS
The students will write their answer on a ¼ sheet of paper.
Directions: Form words out of the jumbled letters and use the sentence provided as context
clues.
1. B M U N – unable to feel anything in a particular part of your body. Sentence: He
felt on his right arm after hitting it hard on a tree trunk.
2. P I L S – stammering or faltering when speaking.
Sentence: She spoke with a slight when she met Mr. Richards.
3. N R C X B E U A E – having the quality of high energy and cheerfulness. Sentence:
Sarah walked with when she was called to receive her award.
4. N I E R I G N A G D – something existing for a very long time and is difficult to change.
Sentence: Our traditions are already in our culture.
5. G R L I A E P I G M – a journey usually to any unfamiliar place to discover new
experience and understanding of self and others/
Sentence: Julius wants to go on a to Simala Shrine.
6. E C E D T H - to cut a pattern on a smooth surface.
Sentence: Judy her name on a wooden plank as a remembrance.
7. D T E V N R A – green with grass and other vegetation Sentence:
The cows grazed on the lush and hills of Bohol.
8. M E L R A – a kingdom or domain.
Sentence: The forest is a lion’s .
9. D I R D K N E – similar in kind or related (as a family)
Sentence: Grandmother held a party for all her children and .

3. Lesson Activity
Fulfill Me, Point It Out! Find My Form, Color Me
The class will read a poem out loud entitled “For the Young Yearning a Song of Green.” The
reading will be divided per stanza, and guide questions will be asked for every pauses.

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.

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.”

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. Teacher will process the
4. Can you describe the choice of words(diction) used in the poem. students’ answer and will focus
only on how to enlighten the
latter on these basic figures of
Stillness is yet their clearest expression In speech and how they can be used
beckoning birds and in developing poetry.
Orchids onto their limbs. Now bear in mind,
Each leaf falling
Is the precious page in their petition
For still a verdant season

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?
D. Making DAY 4
Generalizations 1. Learners’ Takeaways
Exit Slip: 3, 2 1
On a piece of paper, the students answer the following:
● Write three things you learned from this lesson.
● List down two things you want to learn more about.
● Ask one question about the lesson.
2. Reflection on Learning
This activity encourages students
2. Reflection on Learning
to reflect on their learning
Activity: Sharing Learning Moments and Areas for Improvement
experiences, identify areas for
1. Group Formation: The teacher divides the class into small groups.
improvement, and practice
2. Group Discussion: Within each group, students share their observations about their best collaboration and presentation
learning moments and areas where they think they can improve. skills.
3. Consolidating Answers: Each group consolidates their answers into a summary. The teacher should give the
4. Class Presentation: Two representatives from each group present their group's students sufficient time to
summary to the class. accomplish their reflection task.

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

A. Evaluating DAY 4
Learning 1. Formative Assessment
Using the poem “For the Young Yearning a Song of Green,” the class needs to do
the following:
 1. Pick out the text evidence, the place where the story is written, lines which you can
relate about history, and the group of people the poem context is connected to.
2. Give reasons to support your answers for question number 1. (Use
the table below as reference)

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 the
areas: effective practices and problems
encountered after utilizing the
strategies explored different strategies, materials
used, learner engagement and
materials used
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? Why did essential and necessary to
I teach the lesson the way I did? improve practice. You may also
▪ students consider this as an input for the
What roles did my students play in my lesson? 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?