Republic of the Philippines

Department of Education
Region VII-Central Visayas
SCHOOLS DIVISION OF BOHOL

WEEKLY LESSON PLAN

(DepEd Order 42, s 2016)

Teachers Name: Quarter: 4

Subject and Grade Level: ENGLISH 7 Week: 7

Most General Objective:

Essential
Discover through Philippine literature the need to work cooperatively and responsibly
Learning
in today’s global village
Competenc
y - (MELC) Specific Objectives:
(EN7LC-IV- A. Knowledge: Determine the elements of poetry in the given poem.
g-8.2 B. Psychomotor: Write a short inspirational poem
C. Affective: Appreciate the value of courage and determination that Filipinos
showed to fight for independence

Content Poetry Elements During Contemporary Period

Learning CO-SLM-Quarter 4, Module 7

Resources

Procedures A. Preparation
A.
● Opening Prayer.
Preparatio
n ● Setting the classroom environment (arranging the chairs, checking if the classroom
is clean and orderly).

● Checking of attendance.

● Stating the objectives of the lesson.

● Activating Prior Knowledge:

Listen to the song “Filipinas” by Jose Palma. Observe the lines used in the
song.
Essential Questions:
1. What emotions does Filipinas evoke in the reader/listener, and why?
2. What is the overall theme of the poem?
B. 3. What is the message or lesson that readers/listeners can take away from
Filipinas and how is it relevant to contemporary Filipino society?
Presentatio 4. What form of literature was presented?
n B. Presentation
.1. Activity: Directions: Read the poem then answer the questions given. Write your
answer on a separate sheet of paper.
Seasons
Winter
Rainy, cold
 Skiing, skating, sledding
Mountains, wind, breeze, ocean
Swimming, surfing, scuba diving
Sunny, hot
Summer

2. Analysis: Probing Questions/ Guide Questions

C.  How many lines does it have?

 What element of poetry are the underlined words?
Lesson
Proper
C. Lesson Proper

BASIC ELEMENTS OF A POEM

Poetry is defined as “literature in metrical form” or a “composition forming metric

lines”

1. Stanza – a series of lines grouped together

Couplet (2 lines)
Tercet (3 lines)
Quatrain (4 lines)
Cinquain (5 lines)
Sestet (6 lines)
Septet (7 lines)
Octave (8 lines)
2. Rhyme – repetition of similar sounds
“I saw a fairy in the wood,
She was dressed all in green.
He drew his sword while I just stood,
And realized I’d been seen.
3. Rhyme Scheme – a continuation of rhyme
“I saw a fairy in the wood, a
She was dressed all in green. b
He drew his sword while I just stood, a
And realized I’d been seen. b
4. Alliteration – a sound device that refers to the repetition of initial consonant sounds
on the same line or stanza.
5. Assonance – a sound device that refers to the repetition of vowel sounds in the
middle or end of a line or stanza.
6. Meter – basic structural make-up of a poem
7. Rhythm – music made by the stressed and unstressed syllables
8. Theme – message of the poem
9. Symbolism – symbols that convey ideas
D.
10. Imagery – device used for readers to create an image that encompasses the five
Problem/
senses.
Application
D. Problem/ Application
(10 mins.)
Directions: Read the following poem. Answer the questions that follow. Note the
elements of poetry observe in a poem.
 Little sampaguita
With a wand’ring eye
Did a tiny fairy
Drop you where you lie

In the witching hour

Of a tropic night
Did a careless moonbeam
Leave you in its flight?

1. How many stanza does the poem have?

2. What words rhymed in every stanza?
E. 3. Which words in the poem appeal to the senses (sight, sound, taste, touch or
smell
Generalizat
ion/ 4. Write the rhyming scheme of the given poem.
Abstractio
n
E. Generalization/ Abstraction
(5 mins.)
Group Activity. Directions: Answer the crossword puzzle. Write your answer on a
separate sheet of paper.

1
3
2

5
4

Down
1. a series of lines grouped together
3. basic structural make-up of a poem
5. repetition of similar sounds

Across
2. a sound device that refers to the repetition of initial consonant sounds on the
same line or stanza
4. music made by the stressed and unstressed syllables

Individual Activity. Directions: Answer what is being asked in each item. Write the
letter of your answer on a separate sheet of paper.
1. Lines of poetry are arranged into groups called ____.
a. similes b. stanzas c. settings d. stories
2. Poetry doesn’t have to rhyme.
a. true b. false c. maybe d. none of the above
3. Words that rhyme and occur at the ends of different lines of poetry create
a/an__
a. internal rhyme b. end rhyme c. sight rhyme d. rhyme scheme
F. 4. ___ is the pattern of rhyme in a poem.
Evaluation/ a. imagery b. rhyme scheme c. symbolism d. metaphor
5. Another name for poetry is ____.
Assessme a. prose b. pros c. verse d. bros
nt moon.

F. Evaluation/ Assessment
 G. Closing
Compose a 3-stanza poem inspiring youths of today amidst the social, moral or
(5 mins.) economic problems this ever-changing world faces. Determine the elements
present in your poem by listing them down after the poem.

G. Closing
“"Poetry is not a turning loose of emotion, but an escape from emotion; it is not the
expression of personality, but an escape from personality. But, of course, only those
who have personality and emotions know what it means to want to escape from these
things." - T.S. Eliot

Remarks The objectives set were attained. Students were able to

Reflection Out of _____ students, all have achieved mastery of the competency; thus, the teacher
can move forward to the next lesson.

Prepared by:

___________________
Subject Teacher

ATTACHMENT

Filipinas
Jose Palma

Land of the morning,

child of the sun returning,
With fervor burning,
thee do our souls adore.

Land dear and holy,

cradle of noble heroes,
Ne’er shall invaders
trample thy sacred shores.

Ever within thy skies and through thy clouds,

And o’er thy hills and seas,
Do we behold thy radiance feel the throb
of glorious liberty

Thy banner dear to all our hearts

Its sun and stars alight
O never shall its shining field
Be dimmed by tyrant’s might

Beautiful land of love, o land of light

In thine embrace ‘tis rapture to lie.
But it is glory ever thou art wronged
For us thy sons to suffer and die.