1.

unlock the meaning of unfamiliar words used in the text;

2. describe some distinct characteristics of a good friend;

3. critique how the author of the poem presented his poetry;

4. infer the theme or moral of the poem;

5. understand what poetry is and its nature;

6. differentiate poetry according to structure; and

7. come up with different poems based on the given structures.

Ask the class:

What is a friend?

Do you have someone whom you consider to be your best friend?

What are the things that you do together? Share it with the class.

Objectives

During the discussion, the students are expected to:

1. Identify the kinds of poetry

According to structure,

2. Describe the kinds of poetry according to structure;

 3. Compose examples for each of the kinds of poems discussed.

Ask the students which among the kinds of poetry discussed did they find the easiest to make.
Let them justify their answers.

4. EVALUATION Poetry Compilation

Let the students look for examples of the poems discussed and ask them to compile those
poems.

During the discussion, the students are expected to:

1. Differentiate misplaced from dangling modifiers;

2. Illustrate how to correct dangling and misplaced modifiers; and 3. Write sentences avoiding
misplaced and dangling modifiers.

WHAT IS YOUTH? by Ibrahim Jubaira

Objectives

During the discussion, the students are expected to:

unlock the meaning of unfamiliar words used in the text;

2 enumerate the definitions of youth given by Ibrahim Jubaira; 3. critique the actions of the characters in
the text in relation to one's values and beliefs;

4. validate Jubaira's definition of youth by preparing a flowchart of their youthful experiences which
shaped the way they are today by comparing it with Jubaira's perception;

MOTIVATION

"THIS IS ME..."
Prepare clips of things that the youth in the 90s used to do and the youth nowadays. Divide the class
into groups. Write on the board 90s YOUTH and on the other side, MILLENNIAL. Each time you play the
clips, ask the groups to stand in front of the label of their chosen answers.

Group 1 Youth Flowchart Let the group bring out the materials that were preassigned to them cartolina,
glue, markers, pictures of the things that they did as a youth). They will prepare a flowchart of the things
that they did before as a youth and relate those to Jubaira's definition of youth. Let them present their
work in front for comments.

Group 2: Learning from Each Other The group will show what the youth can learn from adults and vice
versa through a pantomime.

Group 3: Letter to One's Self The group will write a letter that they want their twenty-one-year-old self
to read a few years from now. In the letter, they will share the questions that they had in mind and the
apprehensions and confusions that they wish they have an answer for.

Simple and Progressive Tenses

Objectives

During the discussion, the students are expected to:

1. Illustrate the uses of the simple and progressive tenses and emphatic forms of the verb;

2. Write sentences and paragraphs using correct tenses of the verb; and

3. Justify that grammatically correct sentences are essential to good communication.