DE LA SALLE JOHN BOSCO COLLEGE

La Salle Drive, John Bosco District

Mangagoy, Bislig City
COLLEGE OF TEAHCER EDUCATION

LESSON PLAN IN TEACHING AND ASSESSMENT OF LITERATURE STUDIES

GRADE 7 LEVEL
TIME OBJETIVES SUBJECT LEARNING EXPERIENCE ASSESSMENT REMARKS
FRAME MATTER
DAY 1
At the end of one- PHILIPPINE
hour period, the LITERATURE – I. INTRODUCTION:
Grade 7 students will SPANISH
be able to accomplish COLONIAL Preliminary Activities:
the ff. with 80% PERIOD
7:00-8:00 proficiency level.  DICTATION

 The teacher prepares a poem suited to the level of the students.

Reference/  In class, the teacher dictates the poem in front of the class. Written
1. Discover new Resources:  The teacher asks the students to write the dictated words on their
vocabulary words notebook.
with its meaning. 
https://  The teacher checks the output of the students by presenting the whole
medium.com correct texts from the poem given.
/
@EmEmbart  VOCABULARY GUESSING GAME!
y/31-of-the-
best-and-  The teacher prepares a dictionary for this activity.
most-  The teacher asks the students to write dashes on each number
famous- according to the number of letters of the dictated words.
short-classic- Written
 The teacher gives first and last letters of the words to be guessed.
poems-of-all-  The teacher gives the meanings of the word to be guessed.
time-  The teacher asks the students to fill in the missing letters on the dashes
e445986e6df based on the meanings given.
 https://  The teacher processes all the answers of the students.
learn.lexiconi  This is the Poem to be used:
c.net/
COLLEGE OF TEACHER EDUCATION P a g e 1 | 37
 elementsofpo
etry.htm Life Through My Eyes
by Tupac Shakur

Life through my bloodshot eyes

would scare a square 2 death
poverty, murder, violence
and never a moment 2 rest

Fun and games are few

but treasured like gold 2 me
cuz I realize that I must return
2 my spot in poverty

But mock my words when I say

my heart will not exist
unless my destiny comes through
and puts an end 2 all of this

o These are the words to be guessed and answered for both activities:
 Liberty – state of being free
 Yearn – intense feeling of longingness
 Firmament – heavens of the sky
 Putrid – decaying or rotting that is emits a fetid smell
 Bestowed – confer of present
 Bygone – belonging to an earlier time
 Diligence – careful and persistent to work
 Carrion – decaying flesh
 Bivouacked – stay in a temporary camp without cover
 Steep – rising or falling sharply
 Tumbleweed – plant of dry regions
 Gaze – steady intent look
 Momentous – significance of an event
 Serpents – a dragon of mythical snake like reptile
 Corpse – dead body Oral

COLLEGE OF TEACHER EDUCATION P a g e 2 | 37

 II. PRESENTATION:

 Using of PPT/ graphic organizer

 The teacher prepares a Power point presentation to the class.
 The teacher presents a graphic organizer to the class.
 The teacher instructs the class to read the content of the graphic
organizer.
 The teachers ask what the students learned upon reading the
presentation.

 Unlocking of difficulties

 Choose the correct spelling of the word. Written

 The teacher prepares a handout to be given to the class.
 The teacher distributes the handouts to the class.
 The teacher instructs the students on what they are going to do
with the handouts.
 The teacher asks the students to choose what is the best word to
be filled in the sentence.
 The teacher asks the students to exchange their handouts to their
seatmates.
 The teacher together with the students check the activities.
 The teacher collects the handouts from the students.

1. They gave him the _____ to handle the problem himself.

(Liberty, Libertie)
2. The store’s prices are too _______ for me.
(Step, Steep)
3. She looked at him with a calm, steady _____.
(Gauze, Gaze)
4. My college graduation was a ________ day in my life.
(Momentous, Momentous)
5. The university ______ on her an honorary degree.
(Bestaw, Bestowed)
6. The starling discovery of a ____ required a call to the police.
(Corps, Corpse)
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 7. The stone wall is from a ____ age.
(Bygone. Bygoned)
8. An Aztec carving of a feathered serpent representing the
God Questzalcoatl.
(Servants, Serpents)
9. They were ______ in the gym during the storm.
(Bivouacked, Bivoacked) Oral
10.The stars in the _______ twinkled ever so brightly.
2. Analyze and (Firmament, Firmamint)
understand the
given elements of III. INTERACTION:
poetry.
 Critical Analysis (Topic: Meter Count, Rhyme & Theme)

 The teacher prepares and presents the graphic organizer of the

lesson to the students.
 The teacher asks random students to read the content of the graphic
organizer.
 The teacher then discusses the content of the graphic organizer to the
students.

 Meter Count – this is the basic structural make - up of the poem. A

poem is made up of blocks of lines, which convey a single strand
of thought. the systematic regularity in rhythm;
this systematic rhythm (or sound pattern) is usually identified by
examining the type of "foot" and the number of feet.
 Rhyme – it is basically similar sounds Writing a poem that has
rhyme, it means that the last words or sounds of the lines match
3. Appreciate the with each other in some form. Rhyme is the repetition of similar
importance of sounds. In poetry, the most common kind of rhyme is the end
these elements in rhyme, which occurs at the end of two or more lines. It is usually
the overall identified with lower case letters, and a new letter is used to
structure and identify each new end sound.
composition of a  Theme – this is what the poem all about. This is the central idea
poem. that the poet wants to convey. It can be a story, or a thought, or a
description of someone /something.

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  The teacher leads the students in analyzing the poem based on the
given topic.
 The teacher presents the poem to be used in the discussion.

 This is the poem to be analyzed:

Life Through My Eyes

by Tupac Shakur

Life through my bloodshot eyes

would scare a square 2 death
poverty, murder, violence
and never a moment 2 rest

Fun and games are few

but treasured like gold 2 me
cuz I realize that I must return
2 my spot in poverty Oral

But mock my words when I say

my heart will not exist
unless my destiny comes through
and puts an end 2 all of this

 Aesthetic Appreciation

 The teacher leads the discussion of every stanza of the poem.

 The teacher prepares some questions to be asked to check the
comprehension of the students.
 What is your first impression to the poem given? Oral
 What are your thoughts on the structure and the words used in
the poem?
 The Teacher processes and converses with the students about the
possible thoughts and sharing’s about the given poem.

IV. INTEGRATION:

COLLEGE OF TEACHER EDUCATION P a g e 5 | 37

  Scaffolding
 The teacher presents another poem to the class.
 The teacher reads the poem together with the students.
 The teacher asks the students to analyze the given poem.
 The teacher asks several students to give their understanding to the
poem.

 This is the poem to be used:

No Man is an Island
By John Donne

No man is an island,
Entire of itself,
Every man is a piece of the continent,
A part of the main.
If a clod be washed away by the sea,
Europe is the less. Oral
As well as if a promontory were.
As well as if a manor of thy friend’s
Or of thine own were:
Any man’s death diminishes me,
Because I am involved in mankind,
And therefore, never send to know for whom the bell tolls;
It tolls for thee.
4. Expand their
comprehension  Gradual Release of Responsibility
and learning on
the given lesson.  The teacher prepares another poem to the class.
 The teacher divides the class into 3 groups.
 The teacher gives the 3 different poems to the 3 groups.
 The teacher then asks the group to choose their representative to
explain their assigned poem.
 The teacher then checks the output of the students.

 This is the poem to be used:

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 Still I Rise
By Maya Angelou

You may write me down in history

With your bitter, twisted lies,
You may tread me in the very dirt
But still, like dust, I’ll rise.

Does my sassiness upset you?

Why are you beset with gloom?
’Cause I walk like I’ve got oil wells
Pumping in my living room.

Just like moons and like suns,

With the certainty of tides,
Just like hopes springing high,
Still I’ll rise.

Did you want to see me broken?

Bowed head and lowered eyes?
Shoulders falling down like teardrops.
Weakened by my soulful cries.

Does my haughtiness offend you?

Don’t you take it awful hard
’Cause I laugh like I’ve got gold mines
Diggin’ in my own back yard.

You may shoot me with your words,

You may cut me with your eyes,
You may kill me with your hatefulness,
But still, like air, I’ll rise.

Does my sexiness upset you?

Does it come as a surprise
That I dance like I’ve got diamonds
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 At the meeting of my thighs?

Out of the huts of history’s shame

I rise
Up from a past that’s rooted in pain
I rise

I’m a black ocean, leaping and wide,

Welling and swelling I bear in the tide.
Leaving behind nights of terror and fear Written
I rise

Into a daybreak that’s wondrously clear

I rise
Bringing the gifts that my ancestors gave,
I am the dream and the hope of the slave.
Written
I rise
I rise
I rise.

 Individual Activity

 The teacher gives handouts to the students.

 The teacher lets the students to answer the handout individually.
 The teacher asks the students to pass all the handouts.
 The teacher then checks the activity of the students.

 Assignment

 The teacher gives another poem to the class.

 The teacher lets the students to analyze the poem.
 The teacher lets the students to explain their analysis about the
poem.
 After 3 minutes, the teacher gives a poem to the students.
 The teacher instructs about the assignment.
 The teacher then asks the students to make a reaction/reflection
COLLEGE OF TEACHER EDUCATION P a g e 8 | 37

At the end of one-
hour period, the
Grade 7 students will I.
be able to accomplish
the ff. with 80%
proficiency level.
7:00-8:00
COLLEGE OF TEACHER EDUCATION
about the given poem to be submitted tomorrow morning.
 This is the poem to be used:
Shall I Compare Thee to A Summer’s Day?
By William Shakespeare
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate.
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date.
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed;
And every fair from fair sometime declines,
By chance, or nature’s changing course, untrimmed;
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow’st,
Nor shall death brag thou wand’rest in his shade,
When in eternal lines to Time thou grow’st.
So long as men can breathe, or eyes can see,
So long lives this, and this gives life to thee.
DAY 2
INTRODUCTION:
 Preliminary activities
 Speech Drill
 The teacher gives drill for practice.
Oral
 The teacher asks the students to read the given drill
 The teacher asks questions about the speech sounds.
 Review Oral
 The teacher selects students to recall their learnings last meeting.
 The selected students share their insights/learnings in front of the
P a g e 9 | 37
 class.

 Presentation
 Using of PPT/Graphic Organizer
 The teacher prepares a Power Point Presentation to the class.
 The teacher presents the lesson to be discussed using graphic
organizer. Topic: Elements Of Poetry (Mood and Theme)
 The teacher reads the poem shown in the Power Point
Presentation twice.
 The teacher asks the students to read the poem.
 Unlocking of difficulties Focused Group Discussion (FGD)
1. Identify the  The teacher divides the class into three groups.
elements of  The teacher distributes the poem to each group.
poetry.  The teacher gives 20 minutes for the students to read and analyze the Oral
poem.
 The teacher lets each group to assigned one representative.
 The teacher asks the representatives to discuss their shared ideas to
the class. Poems:
 Group 1 :“The Courage That My Mother Had” Edna St. Vincent
Millay

The courage that my mother had

Went with her, and is with her still:
Rock from New England quarried, Now granite in a granite hill

The golden brooch my mother wore

She left behind for me to wear;
I have no thing I treasure more:
Yet, it is something I could spare.

Oh, if instead she’d left me to me

The thing she took into the grave!
That courage like a rock, which she
Has no more need of, and I have.

 Group 2: “The Secret Heart” Robert P. Tristram Coffin

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 Across the years he could recall
His father one way best of all.

In the stillest hour of night

The boy awakened to a light.

Half in dreams, he saw his sire

With his great hands full of fire.

The man had struck a march to see

If his son slept peacefully.

He held his palms each side the spark

His love had kindled in the dark.

His two hands were curved apart

In the semblance of a heart.

He wore, it seemed to his small son,

A bare heart in his hidden one,

A heart that gave out such a glow

No son awake could bear to know.

It showed a look upon a face

Too tender for the day to trace.

One instant, it lit all about,

And then the secret heart went out.

But it shone long enough for one

To know that hands held up the sun.

 Group 3: “Grandma Ling” Amy Ling

If you dig that hole deep enough,

COLLEGE OF TEACHER EDUCATION P a g e 11 | 37

 you’ll reach China, they used to tell me
a child in a back yard in Pennsylvania.
Not strong enough to dig that hole,
I waited twenty years,
then sailed back, half-way around the world.

In Taiwan I first met Grandma.

Before she came to view, I heard
her slippered feet softly measure
the tatami floor with even step;
the aqua paper-covered door slid open
and there I faced
my five foot height, sturdy legs and feet,
square forehead, high cheeks and wide-set eyes;
my image stood before me,
acted on by fifty years.

She smiled, stretched her arms

to take to heart the eldest daughter
of her youngest son a quarter century way.
She spoke a tongue I knew no word of,
2. Determine the and I was sad I could not understand,
definition of but I could hug her. Oral
Mood and Theme.
II. INTERACTION:

 Critical Analysis of the Poem

 The teacher presents the topic and example poem using a graphic
organizer. Topic: Elements of Poetry (Mood and Theme)
 The teacher asks several students to read the topic.
 The teacher lets the students raise their right hand to volunteer. Oral
 The teacher lets the volunteered students to share their own
understanding about the topic.
 The teacher further explains the topic.

 Aesthetic Appreciation

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  The teacher presents another poem to be discuss. (PPT)
 The teacher together with the students read the poem.
 The teacher asks several students to read each stanza and give their
interpretation.
 The teacher further explains more interpretation for each stanza.

“Ode to a Toad”
By Ann Marie Wulfsberg

I was out one day for my usual jog

(I go kinda easy, rarely full hog)
When I happened to see right there on the road
The suishy remains of a little green toad.

I thought to myself, where is his home?

Down yonder green valley, how far did he roam?
From out of on the pond I heard sorrowful croaks,
Could that be the wailing of some of his folks?
Oral
I felt for the toad and his pitiful state,
But the day now fading, and such was his fate.
In the grand scheme of things, now I confess,
What’s one little Froggie more or less?

III. INTEGRATION:

 Scaffolding
 The teacher presents another poem to the class. (PPT)
 The teacher reads the poem together with the students.
 The teacher asks the students to analyze the poem.
 The teacher asks several students to give their understanding about the
poem.

A Dream Within A Dream

By Edgar Allan Poe

Take this kiss upon the brow!

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 And, in parting from you now,
Thus much let me avow-
You are not wrong, who deem
That my days have been a dream;
Yet if hope has flown away
In a night, or in a day,
In a vision, or in none,
Is it therefore the less gone?
All that we see or seem
Is but a dream within a dream.
I stand amid the roar
Of a surf-tormented shore,
3. Give their And I hold within my hand
interpretation/in Grains of the golden sand-
sights about the How few! yet how they creep Oral
poem. Through my fingers to the deep,
While I weep- while I weep!
O God! can I not grasp
Them with a tighter clasp?
O God! can I not save
One from the pitiless wave?
Is all that we see or seem
But a dream within a dream?

 Gradual Release of Responsibility

 The teacher divides the group into three.
 The teacher gives three different poems for each group.
 The teacher lets the students to choose two representatives for each
group.
 The representatives share the idea that their group brainstorm.
 The teacher further explains the lacking ideas that missed out.

How do I Thee?
By Elizabeth Barrett Browning

How do I love thee? Let me count the ways.

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 I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and ideal Grace.
I love thee to the level of every day’s
Most quiet need, by sun and candlelight. Written
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love with a passion put to use
In my old griefs, and with my childhood’s faith.
I love thee with a love I seemed to lose
With my lost saints, — I love thee with the breath,
Smiles, tears, of all my life! — and, if God choose,
I shall but love thee better after death.

 Individual Activity
 The teacher gives hand-outs for the students to answer.
 The teacher gives 20 minutes for the students to answer the activity.
 The teacher asks the students to pass their papers.
 The teacher checks the answer of the students.
 Direction: Analyze the 3-stanza poem and give your
interpretation/understanding for each stanza. (5 points for each
stanza)

Invictus
By William Ernest Henley

Out of the night that covers me,

Black as the Pit from pole to pole,

I thank whatever gods may be

4. Create a poem
For my unconquerable soul.
with any theme. Written
In the fell clutch of circumstance
I have not winced nor cried aloud.
Under the bludgeoning’s of chance
My head is bloody, but unbowed.
Beyond this place of wrath and tears

COLLEGE OF TEACHER EDUCATION P a g e 15 | 37


At the end of one- I.
hour period, the
Grade 7 students will
be able to accomplish
7:00-8:00 the ff. with 80%
proficiency level.
COLLEGE OF TEACHER EDUCATION
Looms but the Horror of the shade,
And yet the menace of the years
Finds, and shall find, me unafraid.
It matters not how strait the gate,
How charged with punishments the scroll.
I am the master of my fate:
I am the captain of my soul.
 Assignment
 The teacher gives an assignment to the students.
 Direction: Make a poem with 3-4 stanzas. Identify the theme and
mood of the poem.
DAY 3
INTRODUCTION:
 Preliminary Activities:
o CABBAGE GAME
 The teacher prepares for the game.
 The teacher gives the instructions of the game.
 The teacher asks the students to form a big circle.
 The teacher gives the mechanics of the game.
 Mechanics:
o All students are requested to form a big circle
inside the classroom leaving a big space in the
middle area of the room.
o Once the game started all students are required to Oral
sing a folk song entitled “Leron-Leron Sinta” while
passing the ball to their classmates.
o When the teacher asks all the students to stop the
song, the person who has the ball shall open the
first layer of the Cabbage ball and give his own
opinion about the word that is printed in the
paper.
P a g e 16 | 37
 o Review
 The teacher asks the students about their previous topic.
 The teacher reviews the students on their topic about Mood, and
figures of speech.
1. Identify the  Presentation
imagery and
characterization o Using PPT/Graphic Organizer
of poetry using  The teacher prepares a Power point presentation to the class.
the graphic  The teacher presents a graphic organizer to the class.
organizer.  The teacher instructs the class to read the content of the graphic
organizer.
 The teachers ask what the students learned upon reading the
presentation.

o Unlocking Difficulties
 The teacher prepares a handout to be given to the class.
Written
 The teacher distributes the handouts to the class.
 The teacher instructs the students on what they are going to do
with the handouts.
 The teacher asks the students to choose the letter of the correct
spelling of the word to be filled in the sentence.
 The teacher asks the students to exchange their handouts to
their seatmates.
 The teacher together with the students check the activities.
 The teacher collects the handouts from the students.
 Directions: Identify the word of the correct answer that
would best describe the sentence, choose your answer
inside the box and provide your answer on the space
provided.

COLLEGE OF TEACHER EDUCATION P a g e 17 | 37

 Liberty corpse bygone serpents

Steep bivouacked firmament

Gaze momentous bestowed

1. Is the state of being free within society from control

or oppressive restrictions imposed by authority on
one's way of life, behavior, or political views.
2. A military encampment made with tents or
improvised shelters, usually without shelter or
protection from enemy fire.
3. To look steadily and intently at something, especially
at that which excites admiration, curiosity, or
interest: to gaze at scenery, at a scientific
experiment.
4. Having an almost vertical slope or pitch, or a
relatively high gradient, as a hill, an ascent, stairs, etc.
·
5. Describes an important event or moment in time. It is
used for a time of great consequence or for a major
accomplishment and is almost always reserved for
good things.
6. To give something as an honor or present:
7. The heavens or the sky, especially when regarded as a
2. Identify and tangible thing.

COLLEGE OF TEACHER EDUCATION P a g e 18 | 37

 analyze where 8. Is one of the oldest and most widespread
the imagery and mythological symbols.
characterization 9. A thing dating from an earlier time.
of poetry takes 10. A human or animal body whether living or dead.
place.
II. INTERACTION:

 Critical Analysis of the Poem

o The teacher prepares the materials needed for the topic.
o The teacher divides the class into Three rows.
o The teacher presents a poem to the students.
o The teacher explains the topic to the class about imagery and
characterization.
o The teacher leads the students in analyzing the imagery and
characterization in poetry.
o The teacher explains what imagery in poetry is.
o The teacher provides some examples of imagery in poetry.
o The teacher explains what characterization in poetry is.
o The teacher provides some examples of characterization in poetry
 This is the poem to be used:

Full Bloom
By Dr. Jose Rizal

A Rose in full bloom,

such a beautiful sight to see.
In mornin' first dewy light,
lettin' it's pedals free.

Something to admire,
Only from a distance.
On the back of a good horse,
across a fence.

My life has been romanced,

and turned to some fantasy.
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 But the cowboy life is mine,
the dreams of it are for those in the city.

For bronc's can be flat mean,

and the dusty breeze is hot.
and if an ol' ladino gets a holt of ya,
you appreciate what you got.

But a mountain mornin'

can make a heart turn glad.
and get ya to thinkin'
of all you had.

With so much and so little,

beauty is ones life.
A cowboy has to stop and gaze,
just for a moment and a half.

So this ol' tumbleweed gets movin'

when the wind blows.
Takin' me away from,
3. Share insights on
from the garden of Rose.
the importance Oral
and essence of  Aesthetic Appreciation
imagery and o The teacher leads in discussing the stanza by stanza comprehension
characterization
check up to where part does imagery and characterization takes place
of poetry.
in the poem.
4. Present a poem
o The teacher together with the students identifies each imagery and
where the
characterization type of the poem.
imagery and
characterization
III. INTEGRATION:
of poetry is
present and  Scaffolding
significant. o The teacher presents another poem to the class.
o The teacher reads the poem together with the students.
o The teacher asks the students to analyze the given poem and identify

COLLEGE OF TEACHER EDUCATION P a g e 20 | 37

 the imagery and characterization of the poem.
o The teacher asks several students to give their understanding to the
poem and identify the imagery and characterization of the poem in
front of the class.
 This is the poem to be used:

If
By Rudyard Kipling

If you can keep your head when all about you

Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too:
If you can wait and not be tired by waiting,
Or, being lied about, don’t deal in lies,
Or being hated don’t give way to hating,
And yet don’t look too good, nor talk too wise;
If you can dream- -and not make dreams your master;
If you can think- -and not make thoughts your aim,
If you can meet with Triumph and Disaster
And treat those two impostors just the same:.
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build’em up with worn-out tools;
If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings, Oral
And never breathe a word about your loss:
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: ‘Hold on! ‘
If you can talk with crowds and keep your virtue,
Or walk with Kings- -nor lose the common touch,
If neither foes nor loving friends can hurt you,

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 If all men count with you, but none too much:
If you can fill the unforgiving minute
With sixty seconds’ worth of distance run,
Yours is the Earth and everything that’s in it,
And- -which is more- -you’ll be a Man, my son!

 Gradual Release of Responsibility

o The teacher prepares another poem to the class.
o The teacher divides the class into 3 groups.
o The teacher gives the 3 different poems to the 3 groups.
o The teacher then asks the group to choose their representative to
explain their assigned poem.
o The teacher then checks the output of the students.

Remember
By Christina Georgina Rosseti

Remember me when I am gone away,

Gone far away into the silent land;
When you can no more hold me by the hand,
Nor I half turn to go yet turning stay.
Remember me when no more day by day
You tell me of our future that you plann’d:
Only remember me; you understand
It will be late to counsel then or pray.
Yet if you should forget me for a while
And afterwards remember, do not grieve:
For if the darkness and corruption leave
A vestige of the thoughts that once I had,
Better by far you should forget and smile
Than that you should remember and be sad.

A Fairy Song
By William Shakespeare

COLLEGE OF TEACHER EDUCATION P a g e 22 | 37

 Over hill, over dale,
Thorough bush, thorough brier,
Over park, over pale,
Thorough flood, thorough fire!
I do wander everywhere,
Swifter than the moon’s sphere;
And I serve the Fairy Queen,
To dew her orbs upon the green;
The cowslips tall her pensioners be;
In their gold coats spots you see;
Those be rubies, fairy favours; Written
In those freckles live their savours;
I must go seek some dewdrops here,
And hang a pearl in every cowslip’s ear.

Do Not Stand At My Grave and Weep

By Mary Elizabeth Frye

Do not stand at my grave and weep

I am not there. I do not sleep.
I am a thousand winds that blow.
I am the diamond glints on snow.
I am the sunlight on ripened grain.
I am the gentle autumn rain.
When you awaken in the morning’s hush
I am the swift uplifting rush
Of quiet birds in circled flight.
I am the soft stars that shine at night.
Do not stand at my grave and cry;
I am not there. I did not die.

 Individual Activity
o The teacher distributes the handouts to the students.
o The teacher instructs the students on what to do with the individual
activity
o The teacher asks the students to identify the poem’s imagery and

COLLEGE OF TEACHER EDUCATION P a g e 23 | 37

 where the characterization places on the poem.
o The teacher asks the students to answer the handouts.
o The teacher checks the activity of the students.

Sir Gawain and the Green Knight modern translation

By Simon Armitage

In a strange region he scales steep slopes;

far from his friends he cuts a lonely figure.
Where he bridges a brook or wades through a waterway
ill fortune brings him face to face with a foe
so foul or fierce he is bound to use force.
So momentous are his travels among the mountains Written
to tell just a tenth would be a tall order.
Here he scraps with serpents and snarling wolves,
here he tangles with wodwos causing trouble in the crags,
or with bulls and bears and the odd wild boar.
Hard on his heels through the highlands come giants.
Only diligence and faith in the face of death
will keep him from becoming a corpse or carrion.
And the wars were one thing, but winter was worse:
clouds shed their cargo of crystallized rain
which froze as it fell to the frost-glazed earth.
With nerves frozen numb he napped in his armour,
bivouacked in the blackness amongst bare rocks
where melt-water streamed from the snow-capped summits
and high overhead hung chandeliers of ice.
So in peril and pain Sir Gawain made progress,
criss-crossing the countryside until Christmas
Eve. Then
at that time of tiding,
he prayed to highest heaven.
Let Mother Mary guide him
towards some house or haven.

 Assignment

COLLEGE OF TEACHER EDUCATION P a g e 24 | 37

  The teacher gives another poem to the class.
 The teacher asks the students to analyze the poem and determine the imagery
and characterization of the poem.
 The teacher asks the students to explain their analysis about the poem, and
how they were able to identify the imagery and characterization of the poem.
 After 3 minutes, the teacher gives a poem to the students.
 The teacher instructs about the assignment.
 The teacher then asks the students to make a reaction/reflection about the
given poem to be submitted tomorrow morning.

Our Mother Tongue

By Dr. Jose Rizal

IF truly a people dearly love

The tongue to them by Heaven sent,
They'll surely yearn for liberty
Like a bird above in the firmament.

BECAUSE by its language one can judge

A town, a barrio, and kingdom;
And like any other created thing
Every human being loves his freedom.

ONE who doesn't love his native tongue,

Is worse than putrid fish and beast;
AND like a truly precious thing
It therefore deserves to be cherished.

THE Tagalog language's akin to Latin,

To English, Spanish, angelical tongue;
For God who knows how to look after us
This language He bestowed us upon.

AS others, our language is the same

With alphabet and letters of its own,
It was lost because a storm did destroy
On the lake the bangka 1 in years bygone.
COLLEGE OF TEACHER EDUCATION P a g e 25 | 37
 At the end of one- Reference/ DAY 4
hour period, the Resources:
Grade 7 students will I. INTRODUCTION
be able to accomplish  whiteboard
the ff. with 80% and pen or  PRELIMANARY ACTIVITIES
proficiency level. interactive
7:00-8:00  HANGMAN
whiteboard,
plus a list of o The teacher prepares material that is suited for the lesson.
subject- o The teacher divides the classroom into two teams.
specific o The teacher selects a student to stand at the front of the class
words to and think of a word related to the lesson (or you could give Written &
inspire your them a suitable word). Oral
students. o The student must then draw spaces on the whiteboard to
represent each letter in their word.
o The rest of the class then guesses the word, one letter at a
time (allow one student from each team to guess
alternately).
o Incorrect guesses result in a hangman being drawn (one line
at a time). The first team to guess the word wins unless the
hangman is completed. The game then repeats with another
student thinking of a relevant word.
 images, o The teacher then checks the output of the students.
words,
calculations  PUZZLES
or concepts o The teacher prepares material for the next game. Written and
printed or o The teacher presents the puzzle to the class. Oral
stuck on o The teacher lets the students to guess what is in the picture.
card/paper o The teacher asks the students to write their answer on the
and cut into board.
random o The teacher then grades the performance of the student.
shapes
(puzzle  REVIEW
pieces) e.g. o The teacher asks several students to share what have they
math learned about yesterday’s discussion.
calculations,
chemical
COLLEGE OF TEACHER EDUCATION P a g e 26 | 37
 equations, II. PRESENTATION
subject
vocabulary,  Using of PowerPoint Presentation/Graphic Organizer
historical  The teacher prepares a PowerPoint Presentation to the class.
figures etc.  The teacher presents the new lesson to be discussed using Graphic
Organizer.
 The teacher reads the poem shown in the PowerPoint Presentation.
 The teacher asks the students to read the poem in the PowerPoint
Presentation.

 Unlocking of Difficulties
 TURN AND TALK Oral
 The teacher divides the classroom into 2 groups.
 The teacher gives poems each group.
 The teacher asks the group to choose 1 representative to
turn and to the next group and give a talk.
 The teacher gives them at least 2 minutes to analyze the
given poem.
 After that, the teacher lets the students to turn and talk with
their classmates.
 The teacher grades the performances of the students.
Written
 These are the poems to be used:

There Will Come Soft Rain

By Sara Teasdale

There will come soft rain and the smell of the ground,
And swallows circling with their shimmering sound;
And frogs in the pools singing at night,
And wild plum trees in tremulous white;
Robins will wear their feathery fire,
Whistling their whims on a low fence-wire;
And not one will know of the war, not one
Will care at last when it is done.
Not one would mind, neither bird nor tree,
If mankind perished utterly;
COLLEGE OF TEACHER EDUCATION P a g e 27 | 37
 And Spring herself, when she woke at dawn
Would scarcely know that we were gone.

If You Forget Me
By Pablo Neruda

I want you to know

one thing.
You know how this is:
if I look
at the crystal moon, at the red branch
of the slow autumn at my window,
if I touch
near the fire
the impalpable ash
or the wrinkled body of the log,
everything carries me to you,
as if everything that exists,
aromas, light, metals,
were little boats
that sail
toward those isles of yours that wait for me.
Well, now,
if little by little you stop loving me
I shall stop loving you little by little.
If suddenly
you forget me
do not look for me,
for I shall already have forgotten you.
If you think it long and mad,
the wind of banners
that passes through my life,
and you decide
to leave me at the shore
of the heart where I have roots,
remember

COLLEGE OF TEACHER EDUCATION P a g e 28 | 37

 that on that day,
at that hour,
I shall lift my arms
and my roots will set off
to seek another land.
But
if each day,
each hour,
you feel that you are destined for me
with implacable sweetness,
if each day a flower
climbs up to your lips to seek me,
ah my love, ah my own,
1. Identify the in me all that fire is repeated,
elements of in me nothing is extinguished or forgotten,
poetry: the my love feeds on your love, beloved,
type of poem and as long as you live it will be in your arms
and the point without leaving mine.
of view.
III. INTERACTION

 CRITICAL ANALYSIS OF THE POEM

 The teacher prepares the lesson discussion.
 The teacher the presents the new lesson to the class. Oral
 The teacher discusses about the last two elements of poetry, the type of
the poem and the point of view.

 Aesthetic Appreciation of the poem.

 The teacher presents the stanza given from the introduction.
 The teacher reads the given poem.
 The teacher discussed the elements of every stanza.
 The teacher gives a comprehension checkup of the given poem.
 The teacher gives the type of the poem and the point of view of the
given poem.

 This is the poem to be used:

COLLEGE OF TEACHER EDUCATION P a g e 29 | 37

 O Captain! My Captain
By Walt Whitman

O Captain! my Captain! our fearful trip is done;

The ship has weather’d every rack, the prize we sought is won;
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring:
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.
O Captain! my Captain! rise up and hear the bells;
Rise up — for you the flag is flung — for you the bugle trills;
For you bouquets and ribbon’d wreaths — for you the shores a-
crowding;
For you they call, the swaying mass, their eager faces turning;
Here Captain! dear father!
This arm beneath your head;
It is some dream that on the deck,
2. Understand You’ve fallen cold and dead.
the given My Captain does not answer, his lips are pale and still;
poem. My father does not feel my arm, he has no pulse nor will;
3. Perform the The ship is anchor’d safe and sound, its voyage closed and done;
given poem. From fearful trip, the victor ship, comes in with object won; 20
Exult, O shores, and ring, O bells!
But I, with mournful tread,
Walk the deck my Cptain lies, Oral
Fallen cold and dead.

IV. INTEGRATION

 SCAFFOLDING
 The teacher presents another poem to the class.
 The teacher asks the students to analyze the given poem.
 The teacher lets the students to perform the poem in front of the class.

COLLEGE OF TEACHER EDUCATION P a g e 30 | 37

  The teacher lets the students to identify what type of poem and what is
the point of view of the given poem.

Fire and Ice

By Robert Frost

Some say the world will end in fire,

Some say in ice.
Oral
From what I’ve tasted of desire
I hold with those who favor fire.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.

 Gradual Release of Responsibility

 The teacher divides the class into 5 groups.
 The teacher gives each group a poem to be analyze.
 The teacher lets the students to analyze the given poem.
 The teacher the checks the output of the students.

The Road Not Taken

By Robert Frost

Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted wear,
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay Written
In leaves no step had trodden black.
COLLEGE OF TEACHER EDUCATION P a g e 31 | 37
 Oh, I kept the first for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.

 Individual Exercises
 The teacher presents a poem to the whole class.
 The teacher then asks the students to analyze the given poem and write
it down in their notebooks.
 The teacher lets the students to identify what kind of poem and its
4. Share ideas point of view.
about their
learnings on Dreams
the lesson. By Langston Hughes
Hold fast to dreams
Written
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.

 ASSIGNMENT
 The teacher presents another poem to the class.
 The teacher asks several students to share their analysis about the
given poem.
 The teacher asks the students which stanza they identify what type of is
given and the point of view.
 The teacher gives her remarks to the students.
 The teacher asks the students to write down their assignment.
 Prepare a poem and present it to the class tomorrow. Identify what

COLLEGE OF TEACHER EDUCATION P a g e 32 | 37

 type of poem and what is the point of view.

Tress
By Joyce Kilmer

I think that I shall never see

A poem lovely as a tree.
A tree whose hungry mouth is prest
Against the earth’s sweet flowing breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in summer wear
A nest of robins in her hair;
Upon whose bosom snow has lain;
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.
At the end of one- DAY 5
hour period, the 1.
Grade 7 students will I. INTRODUCTION:
be able to accomplish
the ff. with 80%  JIGSAW
proficiency level.  The teacher prepares a material for the activity.
7:00-8:00  The teacher divides the class into 3 groups.
Written
 The teacher instructs what to do.
 The teacher gives the jigsaw puzzles to the group.
 The teacher lets the students to solve the puzzle (Drawing).
 The teacher checks the output of the students.

 GUESS THE PICTURE

 The teacher prepares a material/PowerPoint Presentation for the
next activity.
 The teacher asks the students to prepare a blank sheet of paper.
 The teacher instructs the game.
 The teacher presents the picture.
 The teacher lets the students to guess what is in the picture. Written

COLLEGE OF TEACHER EDUCATION P a g e 33 | 37

  After 5 mins, the teacher asks the students to pass their papers.
 The teacher checks their output.

 REVIEW Oral
 The teacher asks several students to share their understanding
about their discussion from Monday to Thursday about the
Elements of Poetry.
1. Review all the
II. PRESENTATION
elements
discussed
 USING OF POWERPOINT PRESENTATION/GRAPHIC ORGANZER Oral
within the
 The teacher prepares the PowerPoint Presentation.
whole week.
 The teacher presents the graphic organizer about the Elements of
Poetry.
 The teacher asks the students to read what is in the graphic
organizer.

 UNLOCKING OF DIFFICULTIES TRUE OR FALSE

 The teacher prepares a material for the activity.
 The teacher divides the class into two.
 The teacher instructs the game. This game is graded. Oral
 The teacher asks the students to answer by raising their hands.
 The teacher will explain the meaning and the students will just
identify (TRUE or FALSE) what is being said by the teacher.
 The winning team will get a prize and a bonus point on the test.
1. A figure of speech is creating meaning by one thing to another
thing. -TRUE
2. Imagery is not a vivid and vibrant form of description that
appeals to readers' senses and imagination- FALSE
3. A poetry is a form of literature that uses aesthetic and often
rhythmic qualities of language. -TRUE
4. 4. Characterization is a revealing of a character’s significant
traits throughout a literary work. -TRUE
5. Feeling is created by the poet to the reader. -FALSE(MOOD)
6. Point of view is defined as the opinion from which a story is
told. -FALSE (PERSPECTIVE)

COLLEGE OF TEACHER EDUCATION P a g e 34 | 37

 7. Theme is the lesson about our life statement about human
nature that the poem expresses. -TRUE
8. Meter is not the basic rhythmic structure of a verse or lines in
verse. -FALSE(it is the basic)
9. It is known that a rhythm can be described as the beat and pace
of a poem. -TRUE.
10. Syllabic verse is distinct from accentual syllabic poems and
purely accentual poems. -TRUE
2. Deeply
appreciate III. INTERACTION:
and
 Critical Analysis
understand
the
 The teacher recalls all the elements discussed for the past days of the
importance of
class discussion.
all the
 The teacher then leads the students in analyzing and identifying all
elements in
the elements on the poem given.
overall
 The teacher conducts an oral conversation during the activity.
composition
 The teacher presents the poem to the class.
of a poem.
Warning
by Jenny Joseph

When I am an old woman I shall wear purple

With a red hat which doesn’t go, and doesn’t suit me.
And I shall spend my pension on brandy and summer gloves
And satin sandals, and say we’ve no money for butter.
I shall sit down on the pavement when I’m tired
And gobble up samples in shops and press alarm bells
And run my stick along the public railings
And make up for the sobriety of my youth.
I shall go out in my slippers in the rain
And pick flowers in other people’s gardens
And learn to spit.
You can wear terrible shirts and grow more fat
And eat three pounds of sausages at a go
Or only bread and pickle for a week
COLLEGE OF TEACHER EDUCATION P a g e 35 | 37
 And hoard pens and pencils and beermats and things in boxes.
But now we must have clothes that keep us dry
And pay our rent and not swear in the street
And set a good example for the children.
We must have friends to dinner and read the papers.
But maybe I ought to practice a little now?
So people who know me are not too shocked and surprised
When suddenly I am old, and start to wear purple.

 Aesthetic Appreciation

 The teacher leads the discussion of every stanza of the poem.

 The teacher prepares some questions to be asked to check the
comprehension of the students.
 How is your experience now in analyzing the poem based on all
the elements and now with the help of the learnings you had in
all of our discussions?
 What do you think is the message implied in the poem
 The Teacher processes and converses with the students about the
possible thoughts and sharing’s about the given poem.

IV. INTEGRATION:

 Scaffolding
 The teacher presents another poem to the class. (PPT)
 The teacher reads the poem together with the students.
 The teacher asks the students to analyze the poem.
 The teacher asks several students to give their understanding about the
poem.
3. Master the  Gradual Release of Responsibility
skills in  The teacher divides the group into five.
determining  The teacher presents the activity in the television.
the elements  The teacher gives 20 minutes to do the activity.
in the given  The teacher collects their paper after answering.
poem.  The teacher selects a member in a group and asks to report their work.

COLLEGE OF TEACHER EDUCATION P a g e 36 | 37

 4. Share their  The teacher gives comments and corrections to their works.
insights and
learnings in  Individual Activity
all the lesson  The teacher presents a poem about family in the television.
discussions  The teacher gives 10 minutes for the students to read and analyze the
done for the poem.
week.  The teacher reads the direction for the activity to answer.
 The teacher gives 20 minutes to answer the activity.
 The teacher asks the students to pass their papers.
 The teacher checks the answer of the students.
 Direction: Read the poem and determine the 9 elements of
poetry in it.
 Assignment
 The teacher gives an assignment to the students. Essay (50 points)
Direction: Make a reflection paper about the lesson that we discussed.
Follow the IBC form.

COLLEGE OF TEACHER EDUCATION P a g e 37 | 37