7

Quarter 1
Worksheet Weeks
for English 3&4

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Worksheet for English Grade 7
Quarter 1: Weeks 3 & 4
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot
implementation of the MATATAG K to 10 Curriculum during the School Year 2023-2024. 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.

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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

Writer : Jay-Ar M. Morales, Melanie Mae N. Moreno

Ma. Maja F. Taclas, Khristmas C. Torres
Content Editor : Arlene M. Hernandez
Illustrator : Jhucel A. del Rosario
Layout Artist : Elsie R. Reyes

Management Team
Viernalyn M. Nama, Dianne Catherine Teves-Antonio, Eugene Ray F. Santos,
Rosalinda A Mendoza, Nenette Arcelle Joy P. Larinay, Lhovie, C. Damian,
Redgynn A. Bernales

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].
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: English Quarter: 1

Week: 3 Day: 1
Lesson Title/ Topic: Analysis of the general truths and convictions of essence to life shown
in a literary text
Name: Grade & Section:

Title and No. of Activity: Fill – in the Gaps; Determine literary devices from given lines;
Lay Down the End; 3

Objective(s):
1. Recall significant points learned from the previous lesson about a literary text called
Poetry.
2. Share insights on a chosen thought that reflects one’s belief/faith.

Materials Needed: Slide Decks, Manila Paper/Cartolina, English Notebook, Ballpen

Duration: 50 minutes

Instructions:
A. Fill- in the Gaps
The following paragraph tells significant details about poetry. Fill in the gaps with words like
an article, a preposition or a verb for its thoughts to flow smoothly and comprehensible.
Choose such words from the box below.
Poetry ___ a type of literature that conveys thought, describes a scene or tells a story
in a concentrated, lyrical arrangement of words. Its form, that is made distinct ____
the repetition of similar syllables in words known as rhyme, the feelings _____ the writer that are
detected through its tone ____ the unusual choice of words or the diction, has caused it to be
appreciated by its readers. This piece of literature turns readers ______ profound thinkers
with the presence of figures of speech and sound devices that depict its style.

by of is and into
from

Tasks/Questions:
1. How well do you know poetry?
2. What are its elements, language and style?

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

B. Determine the Literary Device

Directions: Determine the literary devices used in each of the following lines by answering
the question in each number. Encircle the letter of the correct meaning.

What figure of speech is used in the following lines?

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

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

C. Lay Down the End

Have the class ponder on one of the following thoughts that reflects their faith
or belief. Then, let them react to the questions that follow.

Bible Verse
Lamentations 3:22-23 ESV
“The steadfast love of the LORD never ceases; his mercies never come to an end;
they are new every morning; great is your faithfulness.”
Qur’an Verse
“You alone we worship, and You alone we ask for help.” (Qur'an 1:4)
Quotation
“In times of trouble, be strong. And wait patiently for God to rescue you.”
-Laila Gifty Akita
Questions:
1. When you go through hard times in life, do you think of GOD being with you?
2. Do you believe in His steadfast love? or in His power to save you?

Have the class ponder on the following verse from the Bible. Then, let them react
to the questions that follow. Share insights on a chosen thought that reflects one’s belief/faith.

LEARNING ACTIVITY SHEET

Learning Area: English Quarter: 1

Week: 3 Day: 2
Lesson Title/ Topic: Analysis of the general truths and convictions of essence to life shown
in a literary text
Name: Grade & Section:

Title and No. of Activity: Context Clues; Affixes; Author Study; 3

Objective(s): 1. Deduce meaning through context Clues and affixes
2. Discover facts about the author through a Biography Graphic Organizer

Materials Needed: Graphic Organizer, Slide Decks, English Notebook, ballpen

Duration: 50 minutes

Clear Things Out

A. CONTEXT CLUES
The following underlined words are taken from the poem in focus. Pick out the clues
to discover their meanings. Get your answers from the choices given.

1. Is there any cream or lotion that I could use to soothe this pain?
A. Destroy B. calm C. ruin D. maintain
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

2. A very tired father of the house found his repose on that old rocking chair.
A. Rest B. anger C. chaos D. friend
3. The administration compelled its staff to provide the office with the necessary documents
immediately.
A. pleaded B. asked C. obliged D. requested
4. The company president descends from a poor family that’s why he is very considerate to
the needy.
A. originate B. walk C. live D. stay
5. The harsh words that come out his mouth and thrown at his subordinates show that he
lacks prudence.
A. caution B. love C. passion D. dignity

B. AFFIXES
Affixes help discover meaning of words. For example, friend, a noun which means one
attached to another by affection or esteem can turn into and adverb when affixed –ly as in friendly,
meaning showing kindly interest and goodwill, when affixed with un – the word becomes unfriendly
meaning unfavourable, unsympathetic. Other examples of affixes are –or, -er, -ful, -able, -ible,
etc.
You may enrich your vocabulary by learning to form new words from given words through
affixation. Do this in the vocabulary dynamics that follow.

1. Man has utilized everything that GOD made and improved himself to be worthy
of all things on earth. His (Create) ______________ must be very proud of him.
2. Despite the abundance of blessings from GOD, people tend to go wayward and
violate HIS laws. But the LORD is always (mercy) _________________ to forgive him.
3. Fighting for one’s nation and remaining faithful to GOD is an (honor)
_____________________ characteristic.
4. A (respect) _____________________ is what one becomes when he exudes loyalty
and trustworthiness.

C. AUTHOR STUDY

Discover essential facts about the author by completing the graphic organizer with
the given details about him.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

DR. JOSE P. RIZAL FACTS

He led the Philippine Independence by fighting for reforms through his

writings instead of a bloody revolution.
“The youth is the hope of our future.”
22 languages
June 19, 1961
Calamba, Laguna
He was hailed as Philippine National Hero who exposed the corruptions of
the Spanish Colonial Government.
He was an advocate of peaceful reforms through La Liga Filipina.

LEARNING ACTIVITY SHEET

Learning Area: English Quarter: 1

Week: 3 Day: 3
Lesson Title/ Topic: Analysis of the general truths and convictions of essence to life shown
in a literary text
Name: Grade & Section:

Title and No. of Activity: The Authority of Reading; There is Power in Words; 2
Objective(s):
1. Read “A Poem That Has No Title” by Jose P. Rizal
2. Analyze the poem for general truths and convictions of essence to life.

Materials Needed:
Duration: 50 minutes
A. The Authority of Reading
Let the class read “A Poem that Has No Title “by Jose P. Rizal.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

B. The Power in WORDS

1. Divide the class into 6 groups and assign each group to give the significance
of the following words in the poem “A Poem that Has No Title” by Jose P. Rizal.

CREATOR TROUBLES

POWER SHELTER

DESCEND PRUDENCE
2. Processing of the Activity
Note: The teacher must carry this one out prepared with questions that will lead
the group in understanding how each word becomes imperative in going through
the whole text.
Sample Questions:
a. How is the word “CREATOR” associated with the poem?
b. What do you think is the author’s relationship with HIM? What line
supports your answer?
c. What did the Creator do with his TROUBLES?
d. Whose POWER is mentioned in the second stanza?
e. How did the speaker experience such power?
f. What do you think was he referring to when he said SHELTER?
g. Where did he DESCEND?
h. What did his homeland lack aside from PRUDENCE?

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: English Quarter: 1

Week: 3 Day: 4
Lesson Title/ Topic: Analysis of the general truths and convictions of essence to life shown
in a literary text
Name: Grade & Section:

Title and No. of Activity: Dyadic Exchange! Poetry One Pager; 2

Objective(s):
Materials Needed:
Duration: 50 minutes
LINES MATTER!
A. Dyadic Exchange

1. Let each student look for a partner and allow them to discuss the following lines
gotten from the poem. Have them utilize the following questions for discussion:
a. What was the condition or state of the writer at the time of speaking?
b. How did he describe GOD?
c. What sound device is present in the third set of lines?
d. What kind of soul did the LORD give the writer? What else was he gifted with?
e. What was given to him that did not have a limit? Is it perfect?
f. What made these lines more attractive to read?
g. What do you notice about the lines in Set 3? How do they sound?

Set 1 Set 2

To my Creator I sing
To the Merciful and Kind
Who did soothe me in my great
Who in my troubles gave me repose.
loss;

Set 3 Set 4

Thou with that pow'r of thine Thou did make me descend

Said: Live! And with life myself I From honorable home and
found; respectable stock,
And shelter gave me thou And a homeland thou gavest me
And a soul impelled to the good Without limit, fair and rich
Like a compass whose point to the Though fortune and prudence it
North is bound. does lack.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

2. Processing of the Activity

Choose 2 pairs for each set to give a summary of their discussions before
the class.

B. Poetry One Pager

Have students come up with a Poetry One Pager. On just one page of a bond paper,
use both texts and illustrations in identifying the given literary devices found in the poem.

Note: Literary devices in poems should have been discussed in the previous lesson.

LEARNING ACTIVITY SHEET

Learning Area: English Quarter: 1

Week: 4 Day: 1
Lesson Title/ Topic: Analysis of the general truths and convictions of essence to life shown
in a literary text
Name: Grade & Section:

Title and No. of Activity: Songs Lift the Spirit; Induce the Essentials; 2
Objective(s): Analyze the poem for general truths and convictions of essence to life through
comparison with a song
Materials Needed: video clip; journal notebook;
Duration: 50 minutes

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

SONGS LIFT THE SPIRIT!

Listen to the song “Blessings” by Laura Story. Find similar thoughts the author of the song has
with Jose P. Rizal in the poem discussed. Be guided by the following questions:

Amidst trials in life, does

the author also find comfort in GOD’s
hands?

What do those two (the

speaker in the song and the author of the
poem in focus) think about GOD’s mercy?

https://www.youtube.com/watch?v=XQan9L3yXjc
How mighty is GOD during
rough times?
INDUCE THE ESSENTIALS!
Let the class complete the following open – ended lines in a short paragraph to get the key ideas
of the lesson.
The life given to us is really precious because despite the trials we go through, GOD always
provides us with everything we need, including hope.
It is essential to realize that as we take on the path GOD designed for us, we always find ourselves
calm and faithful to HIM because _______________________________________________________________
___________________________________________________________________________________________________________
_______________________. From this day on, I will be _____________________________________________________
___________________________________________________________________________________________________________
__________________________________________________________________________________.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: English Quarter: 1

Week: 4 Day: 2
Lesson Title/ Topic: Analysis of the general truths and convictions of essence to life shown
in a literary text
Name: Grade & Section:

Title and No. of Activity: The Significance of the Title; Writing to Analyze; 2
Objective(s): Analyze the poem for general truths and convictions of essence to life.
Materials Needed: Slide Decks; Journal Notebook
Duration: 50 minutes

GIVE WORTH TO LEARNING!

I. The Significance of the Title
A. Give your thoughts on the following.
1. Why is the poem entitled “A Poem that Has No Title”?
2. If you were to give it your own title, what would it be?

B. Processing of the Activity

Have students react to the queries orally. Let them freely give insights and
opinions.

II. Writing to Analyze

In your journal notebook, write what you will do or how you will react in the following
situations.

1. You did not pass your quarter exam in one subject.

2. You discovered you were adopted.
3.Your family experiences a major financial difficulty.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: English Quarter: 1

Week: 4 Day: 3-4
Lesson Title/ Topic: Analysis of the general truths and convictions of essence to life shown
in a literary text
Name: Grade & Section:

Title and No. of Activity: Reading to Give Meaning

Objective(s):
1. Analyze the poem for general truths and convictions of essence to life.
2. Present a Choral Reading of “A Poem That Has No Title” to show appreciation
of the poem studied.

Materials Needed: Slide Decks;

Duration: 50 minutes
Reading to Give Meaning
Depict the meanings and learnings to life you learned from the poem through Choral
Reading. Be guided by the following criteria:

Creative Challenge

1. Get the class to form groups of ten to plan for a choral interpretation of the poem.
2. Draw their attention to the task instructions and the rubric that follows.
● Divide the lines of the poem into solo, small groups and chorus parts.
● Illustrate blocking in drawings.
● Create a suitable choreography.
● Assign solo and small group roles.
● Memorize your assigned lines.
● Practice. Practice. Practice
● Use the following notes as guide

Guide
A successful choral interpretation of a poem
Observes unison, correct pronunciation, blending,
phrasing and good voice projection.
Displays understanding of the meaning of the poem
through tone, pitch of voice and body movements
Demonstrates artistry through effective blocking
and creative choreography
Sustains the interest of the audience

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

ANSWER KEY

Week 3, Day 1

A. Fill in the Gaps

1. is
2. by
3. of
4. and
5. into

B. Determine the Literary Devise

1. A
2. A
3. C
4. A
5. A

C. Lay Down the End

1. Answers may vary

2. Answers may vary

Week 3, Day 2

A. Context Clues

1. B
2. A
3. C
4. A
5. A

B. Affixes

1. Creator
2. merciful
3. honorable
4. respectable

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

C. Author Study

He led the Philippine He was hailed as Philippine

Independence by fighting National Hero who exposed the
corruptions of the Spanish
for reforms through his
Colonial Government.
writings instead of a
bloody revolution. He was an advocate of peaceful
reforms through La Liga Filipina

June 19, 1961 Calamba, Laguna

JOSE P.
RIZAL

22 “The youth is the hope of

languages our future.”

Week 3, Day 3
B. The Power in Words
1. Group Discussion
2. Answers to Questions
a. The writer speaks to his Creator in the poem and established a good relationship
with HIM.
b. The speaker implies that he runs to HIS Creator in times of distress.
c. His Creator calms him in times of problems and HE has been merciful and kind
to him in crucial circumstances.
d. The LORD’s power
e. He experienced GOD’s power when he was given life. With such life, he was able
to feel GOD’s shelter. He was also born to be a good person with pure soul.
He mentioned about the homeland that was given to him, one which is fair and rich
but not perfect because it lacks some essential factors like fortune and prudence.
f. He refers to his homeland.
g. He descended from an honorable and respectable family that raised him to be the
same.
h. It also lacks fortune. At that time of writing, he was fighting for those two.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Week 3, Day 4

A. Dyadic Exchange
1. a. The speaker seems to be tired and distressed.
b. According to HIM, GOD appeases or calms him when in trouble. He is merciful and kind.
c. Rhyme
d. He was given a soul that is driven to do good. He was also given a shelter.
e. The homeland given to him was without limit which means it has limitless potentials,
resources, beauty and wonder.
f. The sound device, the not-so-ordinary words used and its theme make the poem attractive
to read.
g. The words at the last part of the 2nd and fourth lines sound the same.

B. Poetry One Pager

1. Mood of the Poem – hopeful, that despite what pain a hero undergoes, there is GOD to
comfort him.
2. Tone – the speaker is grateful to GOD for pacifying him in difficult circumstances
The speaker is likewise in pain and had GOD as his last resort
3. Figure of Speech – Simile (last two lines of 2nd stanza)
4. Rhyme - 2nd and 4th lines of each stanza rhyme
5. Answers may vary

Week 4, Day 1

Songs Lift the Spirit

1. – 3 Answers may vary

Induce the Essentials

Answers may vary.

Week 4, day 2

Answers to the activities are subjective.

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