A.

TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES (Q2)

SUBJECT: ENGLISH GRADE LEVEL: 7 QUARTER: ______1_____ TOPIC: Poetry, Prose, and Drama

CONTENT STANDARD:
Learners learn that: demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (poetry)
for clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that reflect local
and national identity

PERFORMANCE STANDARD:
The learners shall be able to: analyze the style, form, and features of Philippine poetry (lyric, narrative, dramatic); evaluate poetry for clarity
of meaning, 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.

COMPETENCIES R E A L POWER OR
SUPPORTING?
1. Analyze literary / / / X SUPPORTING
texts as expressions of
individual or
communal values
within
structural context.
2. Analyze the maxims, X / / X SUPPORTING
universal truths, and
philosophies
presented in the
literary text as a
means of valuing other
people and their
various circumstances
in life.
3. Identify one’s / / / / POWER
meaning and purpose
in selecting the type of
literary text for
composition.

4. Compose literary / X X X SUPPORTING

texts using appropriate
structure.

5. Revise the literary X X X X SUPPORTING

texts for coherence
and cohesion.

6. Publish an original X X X / SUPPORTING

literary text that
reflects culture: poem.

B. UNPACKING CURRICULUM UNIT STANDARDS AND

LEARNING COMPETENCIES GUIDE

SUBJECT: English GRADE LEVEL: 7 QUARTER: FIRST

TOPIC: Poetry, Prose, and Drama

CONTENT STANDARD:
Learners learn that: demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (poetry)
for clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that reflect local
and national identity

PERFORMANCE STANDARD:
The learners shall be able to: analyze the style, form, and features of Philippine poetry (lyric, narrative, dramatic); evaluate poetry for clarity
of meaning, 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

1 2 3 4 5

MATATAG CURRICULUM GUIDE UNPACKED CONTENT SKILL SKILL’S LEARNING GOAL BUDGET OF TIME
UNIT LEARNING COMPETENCIES

(restate the LC with additional (state encircled verb) (Classify the verb if A for
(underline nouns and encircle verbs; information that denotes content’s Acquisition,
define key terms) number, type or scope; additions inserted
before or after the noun) M for Making Meaning,

T for Transfer)

1. Analyze literary texts as Analyze literary text ( character vs Analyze M 2 meetings / 2 days
expressions of individual or communal character….), characterization, plot,
values within rhyme and meter, diction, tone and
mood, style, pattern and motifs,
structural context. figures of speech and sound devices,
point of view and narrative
techniques, organic unity,
biographical context, historical
context, and sociocultural context)
texts as expressions of individual or
communal values within

structural context.
 Analyze the maxims, universal truths,
and philosophies presented in the
literary text as a

mean of valuing other people and their

various circumstances in life.

Identify one’s meaning and purpose in

2. Analyze the maxims, universal
selecting the type of literary text for
truths, and philosophies presented in Analyze M 2 meetings / 2 days
composition.
the literary text as a

means of valuing other people and

their various circumstances in life. Compose literary texts using
appropriate structure.

3. Identify one’s meaning and purpose

in selecting the type of literary text for Revise the literary texts for coherence
composition. and cohesion.

1 meeting/ 1 day

4. Compose literary texts using Create a poem that reflects about Identify A
appropriate structure. culture.

5. Revise the literary texts for

coherence and cohesion. T 2 meetings/ 2 days

Compose
6. Publish an original literary text that
reflects culture: poem.
 (Key concepts: ) Revise T 2 meetings/ 2 days

Create T 2 meetings/ 2 days

2 3 4 5

ADDITIONAL LEARNING UNPACKED CONTENT SKILL SKILL’S LEAING GOAL BUDGET

COMPETENCIES

(underline nouns and encircle verbs;

define key terms) (restate the LC with additional (state encircled verb) (Classify the verb if A for OF TIME
information that denotes content’s Acquisition,
number, type or scope; additions inserted
before or after the noun) M for Making Meaning,

T for Transfer)

I – CURRICULUM MAP
UNIT CURRICULUM MAP
UNIT TITLE: ________________________
SUBJECT: ENGLISH GRADE LEVEL: 7 QUARTER: FIRST
TOPIC: _________POETRY, PROSE, AND DRAMA_____________________
POWER/
Topic/ CONTENT PERFORMANCE INSTITUTIONAL
UNIT TOPIC SUPPORTING ASSESSMENT ACTIVITIES RESOURCES
STANDARDS STANDARDS CORE VALUES
Quarter COMPETENCIES

POETRY, Learners learn The learners

PROSE, AND that: shall be able to:
DRAMA ACQUISITION

demonstrate analyse the Identify one’s meaning and Identification Create Your
their style, form, purpose in selecting the type Own
multiliteracies and features of literary text for
Q1 composition.
and of Philippine
communicative poetry (lyric,
competence in narrative,
evaluating dramatic); ACQUISITION
Philippine evaluate
literature poetry for
(poetry) clarity
for clarity of of meaning,
meaning, purpose, and
purpose, and target
target audience audience; and
as a foundation compose and ACQUISITION
for publishing publish an
original literary original
texts that reflect multimodal
local literary text
(poem) that
and national
identity represents
their meaning,
purpose, and
target
audience, and
reflects their
local and
national
identity

MAKE MEANING

Analyze literary texts as Concept Mapping Venn Diagram

expressions of individual
or communal values
within structural context.

Analyze the maxims,

universal truths, and
philosophies presented in Essay Text analysis
the literary text as a

means of valuing other

people and their various
circumstances in life.

TRANSFER
Compose literary texts using Performance Task Poem writing
appropriate structure.
Revise the literary texts for
coherence and cohesion.
Performance Task Revision

Publish an original literary

text that reflects culture:
poem.
Performance task Voices of our
culture
II. UNIT LEARNING PLAN
UNIT LEARNING PLAN
LEARNING PLAN

EXPLORE
Topics: Unit Introduction and Overview
PROSE, POETRY, AND DRAMA Literature comes in many shapes and styles, each with its own way of telling stories, expressing emotions, and sharing ideas. In this unit, we will
explore the three major forms of literary texts—prose, poetry, and drama. Each form has a unique structure, style, and purpose, and
understanding their differences will help us appreciate how writers use language creatively to communicate with readers and audiences.

Content Standards:
Learners learn that:
demonstrate their multiliteracies ESSENTIAL QUESTION
and communicative competence
in evaluating Philippine literature - What makes prose, poetry, and drama unique ways of expressing human experiences?
(poetry)
for clarity of meaning, purpose, - How does the structure of a literary form affect the way a story or message is understood?
and target audience as a
foundation for publishing original - Why might an author choose prose, poetry, or drama to communicate an idea or emotion?
literary texts that reflect local
and national identity

Performance Standard:
The learners shall be able to:
analyse the style, form, and
features of Philippine poetry (lyric,
narrative, dramatic); evaluate
poetry for clarity
of meaning, 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.

LEARNING COMPETENCY FIRM-UP (ACQUISITION)

Learning Competency A1. Activity 1:
Identify one’s meaning and purpose Create Your Own
in selecting the type of literary text
for composition. Instruction:
Choose one type of literary text and create your own literary piece.

Questions to Answer:

1. What type of literary text did you choose and why?

Learning Targets:
2. What message or theme in the text connects to your personal purpose for writing?
3. How does the author’s style influence your choice for your own composition?
- Compose literary texts using
4. Which lines or passages stood out to you, and what do they mean to you?
appropriate structure and language
5. How will this text guide or inspire your own writing?
- Publish an original literary text that Learning Resources / Materials / Handout / Worksheet:
reflects culture, values, or personal Textbook
experience. Coupon bond
- Understand the different types Clickable Links:
literary text
Online Activity:
Success Criteria:
Scoring Guide:
- Uses correct form and expressive,
appropriate language
- Shows meaningful message connected Description Points
Criteria
to self or culture
Content & Theme The text has a clear message, idea, or 5
- Identifies and applies features of emotion; theme is meaningful and focused
prose, poetry, and drama Creativity Original ideas; imaginative use of 5
language, characters, or situations.
Look For: Structure & Form Follows the appropriate form for prose, 4
Student work follows the appropriate poetry, or drama (e.g., stanzas, dialogue).
structure and reflects personal Language & Style Uses vivid, appropriate words; consistent 3
meaning. tone and style.
Grammar & Mechanics Minimal errors in spelling, punctuation, 3
and grammar.
Learning Competency A2. Activity 2:

Questions to Answer:
Learning Targets:
Learning Resources/Materials/Handout/Worksheet:

Clickable Links:
Success Criteria:

Online Activity:

Assessment 2:
Look For:

Learning Competency A3 Activity 3:

Instructions:

Learning Targets:
Questions to Answer:

Success Criteria: Learning Resources/Materials/Handout/Worksheet:

Clickable Links:

Online Activity:

Synchronous Activity (Live, Real-Time)

Asynchronous Activity (Self-Paced)

 Assessment 3:

Learning Competency A4 Activity 4:

Questions to Answer:

Learning Resources/Materials/Handout/Worksheet:
Learning Target:

Part A:

Success Criteria: Part B:

Clickable Links:

Online Activity:
Look For:
Assessment 4:

Learning Competency E1. Activity 5:

Questions to Answer:

Learning Resources/Materials/Handout/Worksheet:
Learning Target:
Online Activity:

Assessment 5:

Success Criteria:

Look For:
Learning Competency E2. Activity 6:
Learning Target Questions to Answer:

Learning Resources/Materials/Handout/Worksheet:
Success Criteria:
Online Activity:
Look For: Assessment 6:

Learning Competency C2. Activity C2:

Questions to Answer:
Learning Target:

Learning resources/Materials/Handouts:
Success Criteria: Online Activity:

Synchronous (Live Class Version):

Look For:

Asynchronous (Self-Paced Version):

Reflection Questions (Submit as Google Doc or Form):

Assessment 9:

LEARNING COMPETENCY DEEPEN (MAKE MEANING)

Learning Competency E3. Activity 7:
Analyze literary texts as expressions Venn Diagram
of individual or communal values
Questions to Answer:
within structural context.
1. What are the differences and similarities between individual values and communal values?

Learning Targets:
- Students can compare and contrast Learning Resources/Materials/Handout/Worksheet:
individual and communal values using a Textbook
Venn diagram
- Students can explain how individual Handout/Reference Sheet (Printable or Digital):
and communal values influence my
decisions and behavior
Online Activity:

Success Criteria:
- Accurately lists unique and shared Assessment 4:
values in the correct parts of the Create a Venn Diagram showing the differences and similarities of Individual and Communal Values .
diagram
- Gives a clear explanation with real-life
Holistic Rubric:
examples or personal reflections
Level Performance Description
Look For: 4 Clear, complete, and well-organized; accurate values; strong
- Values are accurately placed in the explanation with personal insight
correct parts of the Venn diagram 3 Mostly complete and correct; good comparison; explanation
- Shared and unique values are clearly shows understanding.
identified 2 Partially complete; some errors in values or comparison; limited
- Explanation connects values to real- or unclear explanation.
life choices or actions 1 Incomplete or unclear; values misplaced; explanation missing or
- Shows understanding of how values not relevant.
guide personal behavior

Learning Competency E4.

Analyze the maxims, universal truths, Activity 8:
and philosophies presented in the Essay
literary text as a means of valuing other
people and their various circumstances Questions to Answer:
in life. - How do the maxims, universal truths, or philosophies in the literary text help you understand and appreciate the experiences or values of others,
especially those in situations different from your own?
Learning Targets:
The students can analyze the maxims, Learning Resources/Materials/Handouts/Worksheet:
universal truths, and philosophies in a
literary text to understand and Clickable Links:
appreciate the experiences and values
of other people in different life Assessment:
situations.
Answer the question in essay form. Start with a clear main idea, support it with examples or evidence from the text, and explain your thoughts
 clearly. End with a strong conclusion. Use complete sentences and check your grammar.
Success Criteria:
- Answered the question clearly Holistic Rubric:
- Used evidence from the text
- Explained the ideas well Score Description
- Used correct grammar and 4 - Excellent The essay clearly answers the question with a strong main idea. It
punctuation uses well-chosen examples or evidence, shows deep
understanding, and is well-organized with few or no errors.
Look For: 3 - Proficient The essay answers the question with a clear main idea and some
- Clear answer supporting evidence. Organization is logical, and minor errors do
- Text evidence not affect understanding.
- Good explanation 2 - Developing The essay attempts to answer the question but lacks clear focus or
- Organized ideas enough supporting evidence. Organization and clarity need
- Correct grammar improvement. Some errors may distract the reader.
1 - Beginning The essay is unclear or off-topic. It lacks a main idea, evidence,
and organization. Many errors make it hard to understand
Competency A10. Activity 10:

Questions to Answer:
Learning Targets:

Learning Resources/Materials/Handout/Worksheet:

Success Criteria:
Clickable Links:

Look For:
Online Activity:

Assessment 10:

Holistic Rubric: Total of 15 Points

LEARNING COMPETENCY TRANSFER

Performance Standard: Introduction:
Analyse the style, form, and features In this performance task, students will explore the unique style, form, and features of Philippine poetry—lyric, narrative, and dramatic. They will
of Philippine poetry (lyric, narrative, learn to evaluate poems for meaning, purpose, and audience, and use this understanding to create and publish their own original multimodal poem.
dramatic); evaluate poetry for clarity Their work will reflect not only their personal voice and message but also their cultural identity as Filipinos.
of meaning, purpose, and target
audience; and compose and publish
an original multimodal literary text Scaffold Activities:
Read a Filipino poem (lyric, narrative, or dramatic). Identify its style, form, and features. Then, write a short paragraph explaining its message,
(poem) that represents their meaning,
purpose, and target audience.
purpose, and target audience, and
reflects their local and national
identity.
Performance Task:
Create and publish an original multimodal poem (lyric, narrative, or dramatic) that reflects your personal, local, or national identity. Your poem
By the end of the Quarter, learners
should clearly show meaning, purpose, and a specific target audience, and apply the style, form, and features of Philippine poetry.
demonstrate an understanding of:
Writing a clear and organized essay that Analytic Rubric:
answers a question using relevant
evidence and proper grammar. Criteria 4 3 2
Message Clear, meaningful, strong identity Clear, with some identity Vague or partly unclear
Competency A6.
Poetic Form Follows form well with features Basic form and features Limited use of form/features
Learning Targets: Creativity Very original and expressive Some originality shown Basic or common ideas
Students can analyze the style, form, Multimodal Use Enhances meaning well Supports meaning Minimal or unclear use
and features of Philippine poetry, Grammar & Clarity No/few errors, very clear Minor errors, still clear Some errors, slightly unclear
evaluate its meaning and purpose, and
create a multimodal poem that reflects
my identity and speaks to a specific Values Integration and Reflection
audience.

Success Criteria: Activity:

- Clearly showed message and purpose
Create and present an original multimodal poem (lyric, narrative, or dramatic) that shows your message, purpose, and identity, using
- Used the correct style, form, and the style, form, and features of Philippine poetry.
features of lyric, narrative, or
dramatic poetry Questions for Analysis:
How does your poem’s style, form, and features help express your message, purpose, and identity?
Look for:
- A clear message and purpose Reflection Question:
- Use of Philippine poetic form and What did you discover about yourself and your identity while creating your poem?
features
- Expression of personal, local, or
national identity
- Creative and relevant multimodal
elements
 2025 In-Service Training for Junior High School Teachers

THEME:
Designing, Facilitating, and Assessing Student Learning of the Revised K-10 Curriculum
In Blended Learning Environments Amid Disruptions