7

Lesson Exemplar Quarter 1

Week

for English 6-7

Learning Activity Sheet for English Grade 7
Quarter 1: Week 6-7

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delivering the curriculum content, standards, and lesson competencies.
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Published by the Department of Education
Secretary: Sara Z. Duterte
Undersecretary: Gina O. Gonong

Development Team

Writers: John Aldrich Ladan

Content Reviewer: John Aldrich Ladan
External Content Validator Dr. Christian Lacza
External Language Validator Marissa M. Zoleta
Illustrator: Jhucel A. Del Rosario
Layout Artist: Evelyn B. Morante
Enhanced by: Mary Ann A. Dofredo

Management Team

JOCELYN DR ANDAYA CESO IV, Director IV

CRISTITO A. ECO CESO IV, Assistant Regional Director
MICAH G. PACHECO, OIC Chief Education Program Supervisor
DENNIS M. MENDOZA, Regional LR Education Program Supervisor
ARNOLD C. GATUS, English Regional Education Program Supervisor
WILMA Q. DEL ROSARIO, LR Education Program Supervisor
MATATAG School Grade Level 7
K to 10 Curriculum Name of Teacher Learning Area English
Weekly Lesson Log Teaching Dates and Time Quarter 1

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (poetry) for clarity of
Standards meaning, purpose, and target audience as a foundation for publishing original literary texts that reflect local and national identity.
B. Performance The learners analyze the style, form, and features of Philippine poetry (lyric, narrative, dramatic); evaluate poetry for clarity of meaning,
Standards purpose, and target audience; and compose and publish an original multimodal literary text (poem) that represents their meaning,
purpose, and target audience, and reflects their local and national identity.
C. Learning EN7LIT-I-5 EN7LIT-I-5 EN7LIT-I-6
Competencies Revise the literary texts for Revise the literary Publish an original literary text that
coherence and cohesion. texts for coherence reflects culture: poem.
and cohesion.
D. Learning Explain the concepts of coherence and cohesion in literary Explain the concepts of coherence and cohesion in literary texts.
Objectives texts.
E. Instructional
Design
framework
feature (s)
Information Literacy
F. 21st Century Learning & Innovation Skills (Creativity, Openness & Reflective Thinking)
Skills Communication Skills (Teamwork, Collaboration, and Interactive Communication)
Life and Career Skills (Adaptive Leadership & Self-Discipline)
II. CONTENT Poetry
III. LEARNING RESOURCES
A. References Teacher Writer. “Narrative Writing: 9 Creative Ways to Publish Student Writing,” April 10, 2024. Accessed June 6, 2024.
https://teacherwriter.co/how-to-publish-student-writing/.
B. Other
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper

1
Activating Prior DO: Let the learners do the DO: Make the students do the
Knowledge activity. activity:
1. Distribute sample poems with
Match column A with column B.
deliberate coherence and
cohesion issues (e.g., jumbled
Column A
stanzas, missing linking
1. Collections of poems by
words).
2. Provide sticky notes for various authors, often centered
students to write suggestions around a specific theme.
on how to improve coherence 2. Periodicals that publish poetry,
and cohesion. fiction, and essays.
3. Students work in pairs or 3. Websites and digital journals
small groups to annotate the
poems with their suggestions. that publish poetry.
4. Groups present their revised 4. Books published by poets
poems, explaining their themselves, often using self-
changes. publishing services.
5. Competitions where poets
Sample Poems with Deliberate submit their work for a
Issues chance to win prizes and
Poem 1: "The Lonely Night" publication.
Stanza 1:
The stars whisper secrets. Column B
The moon's glow soft. A. Online Platforms
Shadows dance on the ground, B. Literary Magazines
the night sings a lullaby. C. Poetry Contests
D. Self-published Books
Stanza 2: E. Anthologies
Whispers of dreams float.
Answers:
The world asleep, serene.
1. E
Soft breeze carries memories.
2. B
Tomorrow waits.
3. A
4. D
Stanza 3:
5. C
The dark sky sparkles.
The night blanket quiet.
Silence reigns supreme,
until dawn breaks.
2
Identified Issues:

• Lack of clear transitions

between stanzas.
• Inconsistent use of
imagery and themes.
• Repetitive and disjointed
phrases.

Poem 2: "Spring Awakening"

Stanza 1:
Blossoms bloom bright.
Fields green and gold.
Birdsong fills the air,
the sun rises early.

Stanza 2:
Petals on the wind.
Nature wakes from slumber.
Rain nourishes the earth,
colorful blooms everywhere.

Stanza 3:
Morning dew sparkles.
The garden breathes life.
New beginnings unfold,
as spring takes hold.
Identified Issues:
• Lack of cohesive devices
linking ideas.
• Abrupt transitions between
images.
• Repetitive descriptors
without clear
progression.

3
Lesson SAY: For today, we will revise SAY: For today, we will find
Purpose/Intention our work from the previous out how we can publish your
week. I know that you are all original poems. Before that, let
excited to improve your original us have a checklist of the
poems, so let us have a objectives that we will
checklist of the objectives that accomplish today.
we will accomplish today for
you to produce a revised SHOW: Present the learning
original poem. objectives of the day.

SHOW: Present the learning

objectives of the day.

Lesson Language DO: Let the learners answer the

Practice quiz.

1. Which conjunction best

connects the ideas in the
following line?
The sun set behind the
mountains. The sky turned
orange and pink.
A) but
B) until
C) and
D) or

2. Which word or phrase fits

the line below?
The river flowed gently
through the valley.
_________ sparkled under
the moonlight.
A) The river
B) It
C) The air
D) That

4
 3. Which linking word best
completes the line?
The leaves fell from the
trees, _______ the ground
was covered in a golden
blanket.
A) although
B) because
C) so
D) while

4. Which of the following

combinations best
improves the flow of the
given lines?
The wind howled through
the night. The branches of
the trees swayed.

A) The wind howled through the

night; the branches of the trees
swayed.
B) The wind howled through the
night; the branches of the trees
swayed.
C) The wind howled through the
night and the branches of the trees
swayed.
D) The wind howled through the
night, making the branches of the
trees sway.

5. Which sentence uses a

synonym to maintain
cohesion with the previous
sentence?
The stars twinkled in the
night sky. The stars
created a magical
atmosphere.
5
 A) The stars twinkled in the night
sky. The bright lights created a
magical atmosphere.
B) The stars twinkled in the night
sky. The bright stars created a
magical atmosphere.
C) The stars twinkled in the night
sky. The lightning created a
magical atmosphere.
D) The stars twinkled in the night
sky. They created a magical
atmosphere.

Answers:
1. C
2. B
3. C
4. D
During/Lesson Proper
Reading the Key DO: Present the meanings of Exploring Publishing
Idea/Stem cohesion and coherence through
direct instruction. DO: Introduce different publishing
options for the students’ poems,
SHOW: Cohesion such as creating an online poetry
• Cohesion refers to the blog, submitting to a school
grammatical and lexical linking literary magazine, or organizing a
within a text or sentence that class anthology.
holds it together and gives it Discuss the advantages and
meaning. It is the use of considerations of each option,
linguistic devices to connect including audience reach,
ideas, ensuring that a text flows accessibility, and formatting
logically and is understandable. requirements.
Cohesion focuses on the Allow students to express their
relationship between words, preferences and brainstorm ideas
phrases, sentences, and for the publication process.
paragraphs. SHOW: Steps in the Publishing

6
 Coherence Process in the Classroom
• Coherence, on the other hand, 1. Choose the persons who will
is the logical structuring of a text act as the following:
that makes it easy to follow and a. Editorial Director: Oversees
understand. It is about the the entire publishing process.
overall sense and clarity of the b. Managing Editor: Manages
message being conveyed. schedules, costs, and the
Coherence is achieved when work of senior editors, copy
the ideas in a text are well- editors, and proofreaders.
organized and logically c. Senior Editors: Handle
sequenced, making the text publications on specific
make sense. themes.
Differences d. Copy Editors: Prepare text
• Cohesion is concerned with the for production according to
surface structure of a text. It house style.
deals with how sentences link to e. Proofreaders: Check text for
each other using cohesive errors and omissions.
devices like conjunctions, f. PictureEditors/Researchers:
pronouns, and lexical repetition. Source images, obtain
• Coherence is about the deeper permissions, and negotiate
structure of a text. It focuses on fees.
the logical flow and clarity of g. Production Director:
ideas, ensuring that the text is Responsible for production
easy to understand and logically quality, schedules, and costs.
organized. h. Marketing Manager: Plans
and manages campaigns for
Techniques for Cohesion imprints, series, and titles.
• Reference: This is using i. Promotion Managers: Create
pronouns or other references to physical and digital
link back to something promotional materials for
mentioned earlier. various platforms.
Example: "John lost his keys. j. Finance Director: Manages
He searched everywhere for them." budgets, payments, and
receipts.
7
 • Substitution: This is replacing 2. Preparing the Manuscripts
a word or phrase with another • Format the poems according to
to avoid repetition. the submission guidelines set by
Example: "I need a pen. Do you the publishing team.
have one?" • Copyread and proofread the
• Ellipsis: This is omitting parts poems to ensure that there are no
of a sentence that can be errors.
understood from the context. 3. Submission Guidelines
Example: "I’ll have the fish. And • Follow the specific instructions
you?" provided by the publication team.
• Conjunctions: This is using • This may include submitting via
connecting words to link an online form, email, or physical
sentences or clauses. printout.
Example: "She was tired, but she 4. Submission
finished her work." • Submit the poems according to
the guidelines.
Techniques for Coherence • Keep a record of the submissions.
• Logical Order: This is 5. Acceptance and Editing
arranging ideas in a logical • If the work is accepted, the
sequence. students may receive feedback or
Example: Chronological order for editing suggestions from the
events, cause and effect, etc. publication's editors.
• Consistent Point of View: • Be open to revisions and
This is maintaining the same collaborate with the editors to
perspective throughout the text. polish the poems.
• Clear Topic Sentences: This is 6. Publication
the beginning paragraph with a • The poems will be published
sentence that states the main according to the schedule of the
idea. publication.
• Transitional Phrases: This is Promote published works through
using phrases that help move social media, personal networks,
from one idea to another and poetry readings.
smoothly.

8
Example: "Furthermore, in addition,
on the other hand."

• Repetition of Key Terms: This

is repeating important terms to
emphasize the main ideas.

Example: "Education is vital for

success. Without education,
achieving success is difficult."

Examples:
Cohesion Example:
Original: "Tom took his dog for a
walk. Tom likes to walk every
evening. The dog is very energetic."

Improved: "Tom took his dog for a

walk. He likes to walk every evening
because his dog is very energetic."

Coherence Example:
Original: "To bake a cake, you first
put it in the oven. Mix the
ingredients thoroughly. Preheat the
oven to 350 degrees."

Improved: "To bake a cake, first,

preheat the oven to 350 degrees.
Then, mix the ingredients
thoroughly. Finally, put the mixture
in the oven."

9
Developing DO: Let the students analyze the DO: Guide the students in the
Understanding of the given poem and have them improve publishing process.
Key Idea/Stem it by using techniques in writing
coherent and cohesive poems.

The moon is bright.

She dances through the night.
Whispers of the trees.
Stars above are a sight.
In the morning, birds sing.
Cold breeze.
I walk alone.
Sunrise brings a new day.

Sample improved version:

The moon is bright, she dances
through the night,

Whispers of the trees, stars above

in sight.
In the morning, birds begin to sing,
A cold breeze stirs, hinting at
spring.
I walk alone, feeling the sunrise's
ray,
Bringing light and a brand-new day.

Explanation of Improvements
• Cohesion through Pronouns:
Original: "The moon is bright. She
dances through the night."
Improved: "The moon is bright, she
dances through the night."

10
The two sentences are connected
using a comma and the pronoun
"she" directly follows "the moon" for
clearer reference.

• Logical Order and

Consistent Theme:
Original: The poem jumps from the
night to morning without a clear
transition.
Improved: "In the morning, birds
begin to sing, A cold breeze stirs,
hinting at spring."

A logical flow from night to morning

is created, describing the transition
with connected imagery.
• Conjunctions and
Transitional Phrases:
Original: "Whispers of the trees.
Stars above are a sight."
Improved: "Whispers of the trees,
stars above in sight."
The sentences are joined with a
comma, creating a smoother
transition.
• Lexical Cohesion:
Original: The poem uses
disconnected imagery: "Cold
breeze. I walk alone."
Improved: "A cold breeze stirs,
hinting at spring. I walk alone,
feeling the sunrise's ray."

11
 The phrases are linked by related
themes of morning and the effect of
the sunrise, creating continuity.

• Consistent Point of View:

Original: "In the morning, birds sing.
Cold breeze. I walk alone. Sunrise
brings new day."
Improved: "I walk alone, feeling the
sunrise's ray, Bringing light and a
brand-new day."
The improved version maintains a
first-person perspective throughout,
enhancing coherence.

Deepening Peer Evaluation: DO: Give feedback about their

Understanding of the Step 1: Read the poem thoroughly progress.
Key Idea/Stem at least twice.
Step 2: Use the checklist to
evaluate the poem, noting specific
examples and providing
constructive feedback for each
point.
Step 3: Discuss your evaluation
with the poem’s author, highlighting
strengths and suggesting areas for
improvement.
Example Feedback
• The poem beautifully
conveys a sense of longing
and hope.
• The imagery of the “silver
moon” and “whispering
trees” is vivid and evocative.
12
 • The poem flows logically
from night to morning,
enhancing coherence.
• The use of “she” to refer to
the moon is clear and
consistent.
• Adding a phrase like “As
dawn approaches” could
help transition between night
and morning more smoothly.

Checklist for Peer Evaluation:

• Does the poem have a clear
theme or message?
• Is the theme or message
effectively conveyed
throughout the poem?
• Does the poem use vivid
imagery and descriptive
language to create a strong
visual impression?
• Are the sensory details
(sight, sound, touch, taste,
smell) effectively employed?
• Does the poem evoke an
emotional response from the
reader?
• Are the emotions consistent
with the theme or message
of the poem?
• Is the poem’s structure
appropriate for its content
(e.g., free verse, sonnet,

13
 haiku)?
• Does the poem have a clear
beginning, middle, and end?
• Does the poem progress in
a logical and easy-to-follow
manner?
• Are the ideas and images
presented in a sequence
that makes sense?
• Is the point of view
consistent throughout the
poem (first-person, second-
person, third-person)?
• Are there any abrupt
changes in perspective that
disrupt the flow?
• Are there clear transitions
between lines and stanzas?
• Do the transitions help guide
the reader smoothly from
one idea to the next?
• Are pronouns used
effectively to refer back to
previously mentioned
nouns?
• Is it always clear what or
whom the pronouns refer to?
• Are conjunctions and
connectors used to link
ideas within and between
lines?
• Do these connectors help to
clarify the relationships

14
 between ideas?
• Is there appropriate
repetition of key words or
phrases to reinforce ideas?
• Are substitutions (e.g.,
synonyms, pronouns) used
to avoid unnecessary
repetition?
• Are related words or
phrases used to create a
sense of continuity?
• Do the lexical chains help to
reinforce the theme or
message of the poem?
• Does the poem feel
cohesive and coherent
overall?
• Are the coherence and
cohesion devices used
effectively to enhance the
poem's readability and
impact?

Making DO: The students will DO: The students will be graded
Generalizations and be graded based on based on the rubric in the worksheet.
Abstractions the rubric in the Note that this should be presented
worksheet. Note that before they start working on their
this should be publication process.
presented before they
start working on their
revisions.
Evaluating Learning DO: Let the students DO: Let the students do the activity.
15
do the activity.
Write a four-paragraph reflection
Write a four- after doing the publishing process of
paragraph reflection your original poem. Focus on
after doing the answering the following questions:
revision process of
your original poem. 1. Describe how your class
Focus on answering planned and organized the
the following publishing process.
questions: 2. How did you ensure that all
1. Describe the steps members were on the same
you took to revise page and working towards
your poem. What the same goals?
specific changes 3. Reflect on your specific role.
did you make What were your
based on the responsibilities and how did
feedback you you fulfill them?
received? How did this experience impact on
2. How did the you as a poet and as a publisher?
revision process
help you
understand the
importance of
coherence and
cohesion in
poetry?
3. What challenges
did you
encounter? How
did you overcome
them?
How do you feel
about your revised
poem? What
16
 improvements are
you most proud of?

Additional Activities DO: Present the meanings of Exploring Publishing

for Application or cohesion and coherence through DO: Introduce different publishing
Remediation (if direct instruction. options for the students’ poems,
applicable)
such as creating an online poetry
SHOW: blog, submitting to a school literary
Cohesion magazine, or organizing a class
• Cohesion refers to the anthology.
grammatical and lexical linking
within a text or sentence that Discuss the advantages and
holds it together and gives it considerations of each option,
meaning. It is the use of including audience reach,
linguistic devices to connect accessibility, and formatting
ideas, ensuring that a text flows requirements.
logically and is understandable. Allow students to express their
Cohesion focuses on the preferences and brainstorm ideas
relationship between words, for the publication process.
phrases, sentences, and
paragraphs. SHOW: Steps in the Publishing
Process in the Classroom
Coherence 1. Choose the persons who will act
• Coherence, on the other hand, as the following:
is the logical structuring of a text a. Editorial Director: Oversees
that makes it easy to follow and the entire publishing
understand. It is about the process.
overall sense and clarity of the b. Managing Editor: Manages
message being conveyed. schedules, costs, and the
Coherence is achieved when work of senior editors, copy
the ideas in a text are well- editors, and proofreaders.
organized and logically c. Senior Editors: Handle
sequenced, making the text publications on specific
make sense. themes.

17
Differences d. Copy Editors: Prepare text
• Cohesion is concerned with the for production according to
surface structure of a text. It house style.
deals with how sentences link to e. Proofreaders: Check text
each other using cohesive for errors and omissions.
devices like conjunctions, f. Picture
pronouns, and lexical repetition. Editors/Researchers:
• Coherence is about the deeper Source images, obtain
structure of a text. It focuses on permissions, and negotiate
the logical flow and clarity of fees.
ideas, ensuring that the text is g. Production Director:
easy to understand and logically Responsible for production
organized. quality, schedules, and
costs.
Techniques for Cohesion h. Marketing Manager: Plans
• Reference: This is using and manages campaigns
pronouns or other references to for imprints, series, and
link back to something titles.
mentioned earlier. i. Promotion Managers:
Example: "John lost his keys. He Create physical and digital
searched everywhere for them." promotional materials for
various platforms.
• Substitution: This is replacing a j. Finance Director: Manages
word or phrase with another to budgets, payments, and
avoid repetition. receipts.
Example: "I need a pen. Do you
have one?" 2. Preparing the Manuscripts
• Ellipsis: This is omitting parts of • Format the poems according
a sentence that can be to the submission guidelines
understood from the context. set by the publishing team.
Example: "I’ll have the fish. And • Copyread and proofread the
you?" poems to ensure that there
• Conjunctions: This is using are no errors.

18
 connecting words to link 3. Submission Guidelines
sentences or clauses. • Follow the specific
Example: "She was tired, but she instructions provided by the
finished her work." publication team.
• This may include submitting
Techniques for Coherence via an online form, email, or
• Logical Order: This is arranging physical printout.
ideas in a logical sequence. 4. Submission
Example: Chronological order for • Submit the poems according
events, cause and effect, etc. to the guidelines.
• Consistent Point of View: This is • Keep a record of the
maintaining the same submissions.
perspective throughout the text. 5. Acceptance and Editing
• Clear Topic Sentences: This is • If the work is accepted, the
the beginning paragraph with a students may receive
sentence that states the main feedback or editing
idea. suggestions from the
• Transitional Phrases: This is publication's editors.
using phrases that help move • Be open to revisions and
from one idea to another collaborate with the editors to
smoothly. polish the poems.
Example: "Furthermore, in addition, 6. Publication
on the other hand." • The poems will be published
• Repetition of Key Terms: This is according to the schedule of
repeating important terms to the publication.
emphasize the main ideas. Promote published works
through social media,
Example: "Education is vital for personal networks, and poetry
success. Without education, readings.
achieving success is difficult."
Examples:
Cohesion Example:

19
 Original: "Tom took his dog for a
walk. Tom likes to walk every
evening. The dog is very energetic."
Improved: "Tom took his dog for a
walk. He likes to walk every evening
because his dog is very energetic."

Coherence Example:
Original: "To bake a cake, you first
put it in the oven. Mix the
ingredients thoroughly. Preheat the
oven to 350 degrees."
Improved: "To bake a cake, first,
preheat the oven to 350 degrees.
Then, mix the ingredients
thoroughly. Finally, put the mixture
in the oven."
Remarks
Reflection

20