School: BENGUET STATE Grade 7

UNIVERSITY – Level: 7
SECONDARY
DETAILED LABORATORY SCHOOL
LESSON PLAN Teacher: JEREMIAH S. NAVARRO Learning ENGLISH
(DLP) Area:
Teaching April 2022 (WEEK 4) Quarter: 4th
Date and Quarter
Time:

I. Objectives
A. The learner demonstrates understanding of: contemporary
Content Philippine literature as a means of responding to the demands of
Standard the global village; various extended text types; lexical and
contextual cues; appropriate and polite oral language, stance, and
behavior; and use of imperatives, prepositions, verbs, and wh-
questions.
B. Performance The learner transfers learning by: explaining the need to be
Standard cooperative and responsible in today’s global village; using
appropriate strategies to comprehend extended text types; using
lexical and contextual clues to understand unfamiliar words and
expressions; using imperatives, prepositions, and appropriate and
polite oral language, stance and behavior in various information-
sharing formats.
C. Learning EN7LT-IV-a-6: Discover through Philippine literature the need to
Competency/Obj work cooperatively and responsibly in today’s global village.
ectives
At the end of the lesson, the learners shall be able to:
1. Identify key details in the given literary text.
2. Familiarize with the various concepts and message of the
 poem.
3. Correlate the importance of the poem with the country’s
development.
II. Content Like The Molave by Rafael Zulueta da Costa
III. Learning
Resources
A. References
1. Teachers
Guide
2. Learners
Material Page
3.Textbook
Pages
4. Additional
Materials from
the Learning
Resource Portal
B. Other Joshi T. (2020). R Zulueta da Costa. Retrieved from
Learning https://alchetron.com/R-Zulueta-da-Costa. Accessed on April
Resources 20, 2022

The Molave. (n.d.). “The Molave” by Rafael Zulueta da Costa.

Retrieved from https://blablawriting.net/the-molave-by-rafael-
zulueta-da-costa-essay. Accessed on April 20, 2022

Zulueta da Costa R. (n.d.). LIKE THE MOLAVE. Retrieved from

http://filipinoliterature.blogspot.com/2011/08/like-molave.html.
Accessed on April 20, 2022

IV. Procedure
A. Reviewing Preliminary Activities:
previous 1. Greetings
lesson or 2. Checking of attendance
presenting a The teacher will ask the learners to turn on their camera and take a
new lesson screenshot which will serve as their attendance. For students who
cannot turn on their cameras, they will be asked to type in the chat
box “present”
3. Setting of rules
The teacher shall remind the learners of the following guidelines to
be observed through the session:
a. Mute your microphone when not reciting or asking
questions during class
b. Discussions within the class are limited to the subject
c. Use the “raise hand “option to ask for permission to speak
unless given the option to freely open the mic to participate
Review:
The teacher will let the learners recall the lesson from the previous
meeting. The teacher will ask the class to recall the different types
of listening, the keys to effective listening, and the characteristics of
a critical thinker.
B. Establishing a The teacher shall share his screen and show images that portray
purpose for the common concepts to be covered in the lesson later on.
lesson
Activity: Tell me what you see
Look at the images provided. From your understanding, determine
the what each image is portraying.
C. Presenting The teacher will present key details about the author of “Like the
examples/ Molave” as an introduction to the poem.
instances of the
new lesson Rafael Zulueta da Costa
 Poet
 Businessman
  born 1915-1990

D. Discussing Through a PowerPoint presentation, the teacher will proceed with

new concepts the discussion. The specific learning objectives to be achieved at
and practicing the end of the session shall be provided.
new skills #1
The teacher will then proceed to discuss the lesson at hand.
Using the PowerPoint presentation, the teacher shall then give the
class time to read through the poem on their then afterwards, read
the poem as a class.

The PowerPoint presentation shall contain the following:

LIKE THE MOLAVE

by Rafael Zulueta da Costa

Not yet, Rizal, not yet. Sleep not in peace:

There are a thousand waters to be spanned;
There are a thousand mountains to be crossed;
There are a thousand crosses to be borne.
Our shoulders are not strong; our sinews are
Grown flaccid with dependence, smug with ease
Under another’s wing. Rest not in peace;
Not yet, Rizal, not yet. The land has need
Of young blood-and, what younger than your own,
Forever spilled in the great name of freedom,
Forever oblate on the altar of
The free? Not you alone, Rizal. O souls
And spirits of the martyred brave, arise!
Arise and scour the land! Shed once again
Your willing blood! Infuse the vibrant red
 Into our thin anemic veins; until
We pick up your Promethean tools and, strong,
Out of the depth less matrix of your faith
In us, and on the silent cliffs of freedom,
We carve for all time your marmoreal dream!
Until our people, seeing, are become
Like the molave, firm, resilient, staunch,
Rising on the hillside, unafraid,
Strong in its own fiber, yes, like the molave!
We, the Filipinos of today, are soft,
easy going, parasitic, frivolous
Inconstant, indolent, inefficient.
Would you have me sugarcoat you?
I would be happier to shower praise upon
my countrymen... but let us be realists...
let us strip ourselves...
Youth of the land, you are a bitter pill to swallow.
This is a testament of youth borne on the four pacific winds;
This is a parable of seed four ways sown in stone;
This is a chip not only on the President's shoulder,
The nation of our fathers’ shivers with long longing expectation
Shall we, sons and daughters, brother youths of the land,
Walk up now and forever knock the flirting chip off?
Or will the nation of our fathers be forever and forever
Lighting candles in the wind?
They say the molave is extinct,
But they are blind or will not see.
Stand on the span of any river, and lo!
Relentlessly to and fro, cross and recross, molave!
Yes, molave strides roads into the darkest core!
Yes, molave builds seven thousand bridges in blood!
 Bagumbayan planted the final seed.
Balintawak nurtured the primal green
Molave, uprooted and choked, will not succumb.
Molave presses on and will not be detained.
Let Spain speak.
Let American speak.

E. Discussing As a class, the teacher will guide and facilitate an analysis of the
new concepts overall poem orally, to have a better grasp of what the poem
and practicing means.
new skills #2
F. Developing To develop student mastery of poem and to check whether the
mastery class listened to the analysis, the teacher will give a multiple-choice
quiz which will be shown in the PowerPoint presentation. Student
responses shall be received through the google form posted in the
google classroom.

Activity 1: Quiz
Choose the letter of the correct answer.
1. Rafael Zulueta da Costa was a Filipino poet during what event
in Philippine History?
a. Japanese Occupation
b. American Occupation
c. Spanish Occupation
d. Preoccupation
2. What is a key concept mentioned in the poem?
a. War
b. World Peace
c. Self-supporting
d. Dependence
3. What does Molave represent in the poem?
 a. A tree no symbolism
b. Branches of global connection
c. Hope
d. Strength
4. How are the people of the country described in the poem?
a. Dependent
b. Cowards
c. Self-sufficient
d. Free
5. Which of the following is a goal that is introduced in the poem
which may lead to its development?
a. Unity
b. Independence
c. Strengthen global connections
d. None of the above
6. Who are the hope of the country’s future in the poem?
a. Other countries
b. Everyone
c. Youth
d. Adults
7. The following lines mention unfinished work in the country
except
a. Not yet, Rizal, not yet. Sleep not in peace:
b. There are a thousand waters to be spanned;
c. There are a thousand mountains to be crossed;
d. There are a thousand crosses to be borne.
8. Which line refers to our country’s Reliance on others for
support?
a. Our shoulders are not strong; our sinews are
b. Grown flaccid with dependence, smug with ease
c. Under another’s wing. Rest not in peace;
 d. Not yet, Rizal, not yet. The land has need
9. Which line makes mention of the importance of youth?
a. The land has need of young blood-and,
b. And spirits of the martyred brave, arise!
c. The nation of our fathers’ shivers with long longing
expectation
d. Shall we, sons and daughters, brother youths of the land,
10. Which of the following lines best describes self-sufficiency?
a. Until our people, seeing, are become
b. Like the molave, firm, resilient, staunch,
c. Rising on the hillside, unafraid,
d. Strong in its own fiber, yes, like the molave!

G. Finding The teacher will facilitate a short reflection on how the poem may
practical impact their life personally.
applications of
concepts and The discussion will be guide by the following question: As one of
skills in daily the youths of our country, what does the poem mean to you?
living
H. Making The teacher will facilitate a short review of the whole lesson.
generalization
and abstractions Representatives from the class will be called or are free to
about the lesson volunteer to give an oral summary of the poem and its analysis

I. Evaluating Activity 2: Create a digital poster based on the following concept:

learning Self-sufficiency leads to development in today’s Global Village
Be Guided by the following rubric:
Message:10
Imagery:10
Connection with the given concept: 10
Total: 30
Additional Assignment: Continue the poster
activities for
application or
remediation
V. REMARKS

VI. REFLECTION

Prepared by:

JEREMIAH S. NAVARRO

Reviewed by: Approved by:

Agustin R. Nang-is