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English 7 MATATAG Q1 Week 4

The document outlines classroom rules and learning objectives focused on English literature, particularly poetry. It emphasizes the importance of safety, participation, respect, and honesty in the learning environment while detailing specific literary devices and their applications. Additionally, it includes activities for reflection and discussion to enhance understanding of poetry and its elements.

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0% found this document useful (0 votes)

315 views185 pages

English 7 MATATAG Q1 Week 4

Uploaded by

carrenjean.apa001

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PPTX, PDF, TXT or read online on Scribd

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WELCOM

WELCOM
TO
ENGLISH
ENGLISH
E
OUR

CLASS
CLASSROOM
RULES
CLASSROOM RULES
Classroom rules will:

1 2 3

make us feel make an improve our

safe while effective learning
learning classroom experiences
FOLLOW
INSTRUCTION
S
Listen carefully to the
teacher's instructions and
follow them accordingly. If you
have questions, ask for
clarification.
PARTICIPATE IN
DISCUSSIONS
Engage actively in class
discussions and activities.
Sharing your thoughts and
opinions can contribute to a
richer learning experience for
everyone.
RESPECT
OTHERS
It's important to treat your
classmates, teachers, and
school staff with kindness and
respect. When someone is
speaking, listen attentively and
avoid interrupting or speaking
over them.
BE HONEST
Always speak and present
information truthfully, whether
in class discussions,
assignments, or interactions
with others. Avoid any form of
academic dishonesty.
LEARNING COMPETENCY:
EN7LIT-I-2:
Analyze the maxims, universal truths, and
philosophies presented in the literary
text as a means of valuing other people
and their various circumstances in life.
LEARNING OBJECTIVES:
1. Recall significant points learned
from the
previous lesson about a literary
text called
Poetry.
2. Identify and explain common
literary devices
used in poetry.
3. Analyze the poem “A Poem That
Has No Title”
by Jose P. Rizal for general truths
and
convictions of essence to life.
4. Create a poetry one-pager.
MIND MINGLE
INSTRUCTIONS:

Reflect
Pair up to Share
individually on
discuss and insights with
the key
share the entire
concepts
thoughts. class.
and takeaways
from the
previous
lesson.
TIME: 5 MINUTES
NAVIGATING
UPS AND MY BEST MOMENT...

DOWNS
Collaborate in pairs to briefly reflect
1 on the learning activities and
assessments from the previous I COULD DO A LITTLE BETTER HERE...
lesson.
Identify one activity or task where you
2 excelled and one where you struggled.

Write down three reasons for success

3 and three reasons for challenges.
NEXT TIME I WILL...
Compare responses, noting any
4 commonalities or differences. After a
brief discussion, brainstorm ideas for
improving or maintaining learning
performance.
“Poetry is a
treasure island,
and your keen
mind and sharp
eyes are
needed to
spot these
precious gems.
Share your
thoughts,
DO YOU AGREE THAT POEMS
ARE TREASURE ISLANDS
FILLED WITH PRECIOUS GEMS?
IF SO, why?
Why do you
think is it
necessary for
a reader to
have a keen
mind and
sharp eyes to
spot these
‘precious
HOW WOULD YOU
DESCRIBE YOUR
JOURNEY SO FAR
IN LEARNING
POETRY?
MIX-UP
M ADN E S
S
Unlock the given words using the provided
definition as your clue.
Y E R A G M I
The use of descriptive
language that appeals to the
senses.
I M A G E R Y
The use of descriptive
language that appeals to the
senses.
N T O E
The attitude or emotional
expression of the poet towards
the subject matter, audience,
or the poem itself.
T O N E
The attitude or emotional
expression of the poet towards
the subject matter, audience,
or the poem itself.
D O O M
The overall atmosphere or
emotional tone.
M O O D
The overall atmosphere or
emotional tone.
H R Y E M
The repetition of similar
sounds at the ends of lines
R H Y M E
The repetition of similar
sounds at the ends of lines
M I L I S E
A figure of speech that
compares two different things
using the words "like" or "as"
S I M I L E
A figure of speech that
compares two different things
using the words "like" or "as"
DYA D I C
E XC H A N G E
Work in pairs
and discuss the
following lines
lifted from a
poem.
set 3:
set 1:
Thou with that pow’r of thine
To my Creator I sing Said: Live! And with life myself I found;
And shelter gave me thou
Who did soothe me And a soul impelled to the good
in my great loss; Like a compass those point to the North is
bound.

set 2 set 4:

To the Merciful and Thou did make me descend

From honorable home and respectable
Kind stock,
Who in my troubles And a homeland thou gavest me
gave me repose. Without limit, fair and rich
Though fortune and prudence it does
What was the
condition or state of
the writer at the time
of speaking?
How did he
describe
GOD?
What sound
device is
present in the
third set of
lines?
What kind of soul did
the LORD give the
writer? What else was
he gifted with?
What was given
to him that did
not have a limit?
Is it perfect?
What made these
lines more attractive
to read?
What do you
notice about
the lines in Set
3? How do they
sound?
LITERARY DEVICES
Literary
Devices
Literary devices enhance
writing by adding depth,
emphasis, and a richer
sensory experience for the
reader. They are tools and
techniques that poets use to
enrich the meaning, imagery,
and impact of their work.
Literary Devices

Figures of
Tone
Speech

Rhyme Mood

Hyperbole Symbolism
FIGURES OF
SPEECH
01 02 03 04

SIMILE METAPHOR PERSONIFIC HYPERBOL

ATION E

05 06 07 08

IMAGERY ONOMATOP ALLITERAT SYMBOLIS

OEIA ION M
SIMIL
A figure of speech use to
E two unlike things using
compare
"like" or "as".
Example:
Her smile was as
bright as the sun.
SIMIL
E
Example:
Life is like a tree.

The clouds are fluffy like cotton candy.

He was angry as a bear.

METAPHOR
A comparison between two unlike things,
suggesting a similarity or shared
characteristic without using "like" or
"as."
Example:

Time is a thief.
METAPHOR
Example:
Her heart is gold.

My pillow is a cloud.

You are my sunshine.

PERSONIFICATION
Giving human characteristics or qualities
to non-human objects, animals, or
abstract concepts
Example:

The wind whispered

through the trees.
PERSONIFICATION
Example:
The sun smiled down on the
beach.

The leaves danced in the breeze.

The old house groaned under the

weight of years.
HYPERBOLE
An extreme exaggeration used for
effect.
Example:

I’m so hungry I
could eat a
HYPERBOLE
Example:
This bag weighs a ton.

She cried a river of tears.

He runs faster than the speed of

light.
IMAGERY
Descriptive language that appeals
to the senses, creating vivid
mental pictures for the reader.
Example:

The scent of fresh

rain on the earth
IMAGERY
Example:
The bitter taste of dark
chocolate lingered on her
tongue.

The soft, velvety petals of the

rose brushed against her
fingertips.
ONOMATOPOEIA
A word that imitates the sound it
represents.

Example:

The bees buzzed

loudly in the garden.
ONOMATOPOEIA
Example:
The bacon sizzled in the pan.

The car zoomed past on the

highway.

The door creaked as it slowly

opened.
ALLITERATION
The repetition of the same initial
consonant sounds in a series
of words.
Example:

Peter Piper picked a peck

of pickled peppers.
ALLITERATION
Example:
She sells seashells by the
seashore.

Tiny Tim tiptoed through the

tulips.

Fred’s frozen fries were

SYMBOLISM
Using objects, colors, or elements
to represent deeper meanings or
ideas beyond their literal
significance
Example:

A dove represents peace

and hope.
SYMBOLISM
Example:
A red rose often symbolizes
love and passion.

A broken mirror can

symbolize bad luck.
RHYME

The repetition Common

of similar rhyme
sounds, usually schemes
at the ends of include AABB,
lines in ABAB, and
poetry. ABCB
In the meadow, flowers bloom so (A)
bright, (A)
Colors dancing in the morning (B)
light. (B)
A gentle breeze makes the petals
sway,
Nature's beauty starts a brand
new day.
The moonlight whispers through the (A
trees )
A calm and peaceful, silver glow (B
The night is filled with gentle breeze )
As shadows softly come and go (A
)
(B
The morning fog drifts over the (A)
meadow, (B)
Silence hangs in the cool air, (C)
A lone bird calls in the distance, (D)
The world is still, waiting for the day
to begin.
TONE
Tone can be conveyed
through word choice,
imagery, syntax, and
overall style.
Common tones in
poetry1. 2.

playful serious

3. 4.

nostalgic melancholic

5. 6.

sarcastic hopeful

reflective
MOOD
The emotional atmosphere or
feeling evoked in the reader by
the poem.
Mood can range from joyful and
celebratory to dark and ominous,
depending on the subject matter
and the poet's treatment of it.
PRACTICE ACTIVITY
The stars danced playfully in the
moonlit sky.
The stars danced playfully in the
moonlit sky.

A: Simile
The stars danced playfully in the
moonlit sky.

A: Simile B: Metaphor
The stars danced playfully in the
moonlit sky.

A: Simile B: Metaphor
C Personification
The stars danced playfully in the
moonlit sky.

A: Simile B: Metaphor
C Personification D Imagery
The stars danced playfully in the
moonlit sky.

A: Simile B: Metaphor
C Personification D Imagery
He was so tired, he could have slept
for a thousand years.
He was so tired, he could have slept
for a thousand years.

A: Hyperbole
He was so tired, he could have slept
for a thousand years.

A: Hyperbole B: Personification
He was so tired, he could have slept
for a thousand years.

A: Hyperbole B: Personification
C Onomatopoeia
He was so tired, he could have slept
for a thousand years.

A: Hyperbole B: Personification
C Onomatopoeia D Imagery
He was so tired, he could have slept
for a thousand years.

A: Hyperbole B: Personification
C Onomatopoeia D Imagery
The fresh, juicy oranges were cold and
sweet.
The fresh, juicy oranges were cold and
sweet.

A: Hyperbole
The fresh, juicy oranges were cold and
sweet.

A: Hyperbole B: Personification
The fresh, juicy oranges were cold and
sweet.

A: Hyperbole B: Personification
C Onomatopoeia
The fresh, juicy oranges were cold and
sweet.

A: Hyperbole B: Personification
C Onomatopoeia D Imagery
The fresh, juicy oranges were cold and
sweet.

A: Hyperbole B: Personification
C Onomatopoeia D Imagery
Blippy sells seashells by the seashore.
Blippy sells seashells by the seashore.

A: Alliteration
Blippy sells seashells by the seashore.

A: Alliteration B: Consonance
Blippy sells seashells by the seashore.

A: Alliteration B: Consonance
C Rhyme
Blippy sells seashells by the seashore.

A: Alliteration B: Consonance
C Rhyme D Assonance
Blippy sells seashells by the seashore.

A: Alliteration B: Consonance
C Rhyme D Assonance
The thunder grumbled like an old man.
The thunder grumbled like an old man.

A: Personification
The thunder grumbled like an old man.

A: Personification B: Metaphor
The thunder grumbled like an old man.

A: Personification B: Metaphor
C Simile
The thunder grumbled like an old man.

A: Personification B: Metaphor
C Simile D Imagery
The thunder grumbled like an old man.

A: Personification B: Metaphor
C Simile D Imagery
The car engine roared to life.
The car engine roared to life.

A: Alliteration
The car engine roared to life.

A: Alliteration B: Assonance
The car engine roared to life.

A: Alliteration B: Assonance
C Consonance
The car engine roared to life.

A: Alliteration B: Assonance
C Consonance D Onomatopoeia
The car engine roared to life.

A: Alliteration B: Assonance
C Consonance D Onomatopoeia
“Why does the sun laugh, Mother, As it glints
beneath the sun?”
- The Sea by Natividad Marquez
“Why does the sun laugh, Mother, As it glints
beneath the sun?”
- The Sea by Natividad Marquez

A: Simile
“Why does the sun laugh, Mother, As it glints
beneath the sun?”
- The Sea by Natividad Marquez

A: Simile B: Metaphor
“Why does the sun laugh, Mother, As it glints
beneath the sun?”
- The Sea by Natividad Marquez

A: Simile B: Metaphor
C Personification
“Why does the sun laugh, Mother, As it glints
beneath the sun?”
- The Sea by Natividad Marquez

A: Simile B: Metaphor
C Personification D Hyperbole
“Why does the sun laugh, Mother, As it glints
beneath the sun?”
- The Sea by Natividad Marquez

A: Simile B: Metaphor
C Personification D Hyperbole
“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
“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: Simile
“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: Simile B: Onomatopoeia
“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: Simile B: Onomatopoeia
C Rhyme
“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: Simile B: Onomatopoeia
C Rhyme D Symbolism
“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: Simile B: Onomatopoeia
C Rhyme D Symbolism
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
What mood is expressed in the following lines?