LESSON GUIDE
ENGLISH
QUARTER I – WEEK 8
I.Attributes, Curriculum Content, Standards, and Lesson Competencies
A. Attributes Key Righteous: Treats others fairly.
Stage
Outcome Empowered Bangsamoro: Recognizes other cultures
(Indicator) and practices cultural tolerance
B. Content
Standard The learners demonstrate their word knowledge as
used in formal and informal situations; knowledge of
grammatical structures; literal, inferential, and critical
comprehension of literary and informational texts;
composing and creating text skills; and knowledge of
non-verbal cues and propaganda techniques to
produce culture-based texts based on one’s purpose,
context, and target audience.
C. Performance
Standard Publish an original literary text that reflects culture
(poem).
D. Learning Learning Competency
Competency
and Objectives EN7 LIT-1-6 Publish an original literary text that
reflects culture (haiku).
Objectives
1. Analyze how cultural elements (e.g., traditions,
belief, folklore, symbolism) influence and shape
the live and stories of the people within a chosen
culture.
2. Integrate cultural elements into literary work.
3. Communicate cultural nuances through a poem.
4. Ensure their original poem accurately and
respectfully portray the chosen culture.
5. Publish original work
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E. Content Publishing Literary Texts
F. Learning • PICTURES
Resources • Sample literary piece
Materials • Link video
https://www.youtube.com/watch?v=-
_Zbc_beL-U
https://www.youtube.com/watch?v=TkiJQRZ8
Yi8
https://www.youtube.com/watch?v=QaNQM4z
mr00
G. References ➢ MATATAG Curriculum Guide
➢ Contextualized Basic Education Framework
➢ MATATAG Lesson Exemplars
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II. Teaching and Learning Procedures
A. Lesson Proper
1. Activity
Mind game:
Group the students into three. Let them find the words in the puzzle
below and give the concept embedded in it. The first to give the answer
will be the winner.
r t y o p i e q e r y i p p o o o o
a s s t y y i l p o l r y w b w b p
b s c l i m e r i c k h k l a y o o
e o y u i o p l l g k l e w l s d e
w n g g h j j k p o e l o l l l e t
e n y i i a o o o o o o o o a o o r
a e a a a a i a a a a a a a a a a y
e t r r r i i k i i i p p p p p p p
u u u u u u u p u p p p o o o o o o
e t y p e i o f i i i i i i i i i i
Answer: Type of poetry, sonnet, haiku, ode, ballad, limerick
2. Analysis
a. How do you find the activity?
b. Are you familiar with the words in the puzzle? What concept have you
formed from the words in the puzzle?
c. Define each word
d. Today, you will learn to write each poem. Are you excited to become a
poet today?
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3. Abstraction
3.1 Writing a Haiku
Play the video on this link
https://www.youtube.com/watch?v=-_Zbc_beL-U
Discuss the content of the video with examples. Pause intermittently
important points and for writing practice for learners
Haiku is a traditional poem of the Japanese. Haiku poetry traditionally
discusses abstract subjects or those from the natural world, including
seasons, months, animals, and even the smallest elements of nature,
down to a blade of grass or a drop of dew.
Haiku structure:
➢ There are only three lines, totaling 17 syllables.
➢ it is in 5,7,5 form.
➢ Punctuation and capitalization are up to the poet, and need
not follow the rigid rules used in structuring sentences.
➢ A haiku does not have to rhyme, in fact usually it does not
rhyme at all.
➢ It can include the repetition of words or sounds.
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Haiku often includes a “kigo” (seasonal word) and a “kireji” (cutting word
or punctuation that adds a pause or contrast).
Show and let them read aloud several examples of Haiku poems. Include
both traditional and contemporary examples to show range.
For example:
Traditional:
"An old silent pond
A frog jumps into the pond
Splash! Silence again."
-Matsuo Bashō
Contemporary:
"Winter seclusion—
Listening, that evening,
To the rain in the mountain."
-Matsuo Bashō.
3.2 Writing a sonnet
Play the video on this link;
https://www.youtube.com/watch?v=TkiJQRZ8Yi8
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A sonnet is a poem of 14 lines that reflects upon a single issue or idea.
It usually takes a turn, called a “volta,” about 8 lines in, and then resolves the
issue by the end. Shakespearean sonnets use iambic pentameter and an
ABAB CDCD EFEF GG rhyme scheme.
Steps in writing a sonnet
1. Brainstorm a subject for the poem
2. Brainstorm words that describe about the subject
3. Think for descriptive words that make the reader imagine in their minds
4. Form the ABAB, CDCD EFEF GG that contains combination of descriptive
words.
3.3 Writing a Limerick
Play the video on this link
https://www.youtube.com/watch?v=QaNQM4zmr00
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Structure of Limerick poetry
1. It is made up of five lines.
2. The first line of a limerick usually introduces the topic or subject of the
poem.
3. The structure is a rhyming pattern of AABBA.
4. Imagery is often used to help readers imagine the events of the poem in
their minds.
5. It uses imagery. A poetic device uses descriptive language to interest a
readers five senses: taste, touch, smell, hearing and sight.
Example:
Hickory dickory dock
The mouse ran up the clock.
The clock struck one
The mouse did run
Hickory Dickory duck
4. Application
LET’S DO IT TOGETHER. Cooperative Activity
Based on the picture, the whole class would identify the topic. They
would brainstorm descriptive words using the senses and figurative language
appropriate to the subject. Then they would compose a haiku, a sonnet and
a limerick altogether with the guidance of the teacher.
Topic/subject: Lake Lanao
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Activity 1.1
Table 1.1 The whole class will brainstorm descriptive words and figurative
language appropriate for Lake Lanao (to be given by the whole class with
the guidance of the teacher). List all the words in the box.
Activity 1. 2
1. Compose a Haiku using 5-7-5 pattern using the words from Activity 1.1 box
Activity 1.3
2. Compose a Sonnet using the descriptive words in table 1.1 in the
pattern ABAB CDCD EFEF GG pattern. The whole class may add words
not found in the box.
Activity 1.4
3. Using same topics and descriptive words, this time the whole class would
create a Limerick using the AABBA format
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IV.EVALUATION
WE ARE POETS.
Group the learners. Give the “TASK PACK” containing the picture and
activity card.
Instruction written in the Activity Card
1. Write what the topic/subject is all about
2. Brainstorm and give as many as you can descriptive and figurative words
appropriate to the subject.
3. Compose a Haiku in 5-7-5 pattern, a limerick in AABBA pattern and a
sonnet. Write it in a manila paper.
4. Report it to the class.
Group 1 Group 3
Group 2 Group 4
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Rubric for assessing Poems
Criteria Excellent Good Fair Needs
Improvement
(4 points) (3 points) (2 points) (1 point)
Poem mostly Poem
POEM strictly Poem has some
Syllable follows the significantl
follows the deviations from
Structure pattern, with y deviates
pattern syllable the 5-7-5
minor from the
pattern. syllable pattern.
deviations. pattern.
Some sensory
Vivid and sensory
Imagery details are
details paint a
present, but Few or no The poem
clear picture in the
the image sensory details lacks a clear
reader's
could be are used. image.
mind.
stronger.
A well-chosen
A season
Season season word
word is
Word subtly suggests No season word No attempt is
present, but
(Optional) the season is present, or made to
it may not be
without being the attempt is include a
the most
overly awkward. season word.
fitting choice.
literal.
Poem effectively
integrates
cultural Poem includes
Poem lacks
Cultural elements some cultural Poem does
cultural
(traditions, elements, but not attempt
Elements elements, or any
beliefs, symbols) they may not to incorporate
attempt is
to create a sense be fully cultural
unclear or
of place or developed or elements.
inaccurate.
cultural integrated.
identity.
Poem evokes a
Poem evokes
Emotional strong Poem does
some Poem has little to
Impact emotional not evoke any
emotion in no emotional
response in the clear emotion
the reader. impact.
reader.
Poem shows Poem relies on
Poem presents
Originality a fresh and some clichés or
originality in overused Poem lacks
unique originality.
its ideas.
perspective.
approach.
Poem is mostly Poem has
Poem is
Clarity & Poem is clear, clear but may some unclear
unclear and
Flow concise, and have minor phrasing or
difficult to
flows smoothly. awkward awkward flow.
understand.
phrasing.
Publishing Opportunity:
Let them write their output in a poster form with the illustration and post
it in the conspicuous place in the classroom or bulletin board.
NOTE: Best out may be posted in the Class Group chat or Facebook Page.
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