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Weekly Exemplar-Revised K To 12 Curriculum Lesson Exemplar-2025-2026

The document outlines a weekly lesson plan for Grade 7 English, focusing on Philippine poetry and its themes related to identity, culture, and social justice. It includes curriculum content, performance standards, learning competencies, and detailed teaching procedures for analyzing the poem 'Another Name for a Maid is Filipina' by Luisa Igloria. The plan emphasizes the use of figures of speech and sound devices in poetry, encouraging students to create their own literary texts reflecting their understanding of the material.

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0% found this document useful (0 votes)

16 views147 pages

Weekly Exemplar-Revised K To 12 Curriculum Lesson Exemplar-2025-2026

Uploaded by

jadeannemalabanan

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

Available Formats

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NAGSAULAY INTEGRATED NATIONAL HIGH SCHOOL Grade

School 7
Level

Learning
Teacher BEVERLY A. TANGPUZ ENGLISH
Areas
Revised K to 12
Curriculum Lesson June 23-27, 20025– Monday-Friday
Exemplar Teaching 7:00 - 7:50 Athena
Date and 7:50 – 8:40 Aphrodite Quarter First
Time 10:50 – 11:50 Artemis
Weekly Lesson Plan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

A. Content Standards The learner demonstrates 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.

B. Performance Standards The learners analyze the style, forms 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.

C. Learning Competencies  EN7LIT-I-1: Analyze literary texts as expressions of individual or

and Objectives communal values within.

At the end of a 45-minute lesson, students should be able to:

1. Define figure of speech and sound devices
2. Identify and analyze figures of speech and sound devices in poetry
3. Analyze how language is used in the poem to portray the experiences and values of Filipinas working abroad
4. Relate the poem's themes to broader issues of identity, culture and social justice

D. Content Poem: Another Name for a Maid is Filipina

Figures of Speech
Sound Devices

E. Integration Filipino identity, sacrifice, resilience, cultural pride, social injustice

II. LEARNING RESOURCES

 

III. TEACHING AND LEARNING PROCEDURES NOTES OF TEACHER

A. Activating Prior Knowledge  DAY 1- June 23, 2025-Monday
 Learning Task 1. 4 PICS, 1 WORD = MAID

Learning Task 2. Word Association

Directions: Write the words "Filipina" and "Maid" on the board. Ask students
to share words, phrases or images that come to mind. Discuss the connotations
of both words and how they relate to Filipino culture.

Maid

KWL Chart
Directions: Create a KWL chart about overseas Filipino workers.
Have students brainstorm on what they already know about OFWs and what
they want to learn.

B. Establishing Lesson Purpose Activities:

1. Lesson Preview: Introduce the author and the poem "Another Name for a
Maid is Filipina" by Luisa Igloria. Explain that the poem explores the
experiences and perspectives of Filipinas working abroad.
Luisa A. Igloria is one of two co-winners of the 2019 Crab Orchard
Poetry Open competition for her manuscript Maps for Migrants and
Ghosts (Southern Illinois University Press, 2020). Originally from
Baguio City, Luisa A. Igloria was appointed as the 20th Poet Laureate
of the Commonwealth of Virginia (2020-2022).
In 2015, she was the inaugural winner of the Resurgence Prize (UK),
the world's first major award for ecopoetry, selected by former UK
Poet Laureate Andrew Motion, Alice Oswald, and Jo Shapcott.
Former US Poet Laureate Natasha Trethewey selected her
chapbook What is Left of Wings, I Ask as the 2018 recipient of the
Center for the Book Arts Letterpress Poetry Chapbook Prize.
Other works include The Buddha Wonders if She is Having a Mid-
Life Crisis (Phoenicia Publishing, Montreal, 2018), Ode to the Heart
Smaller than a Pencil Eraser (2014 May Swenson Prize, Utah State
University Press), and 12 other books.
She is a Louis I. Jaffe Professor and University Professor of English
and Creative Writing, and teaches at Old Dominion University's MFA
Creative Writing Program which she directed from 2009-2015. Since
November 2010, she has been writing (at least) a poem a day.

2. Unlocking of Word Difficulty:

 Students will unlock the vocabulary words through context clues.

 Filipina
 Maid
 Exploitation
 Stereotype
 Diaspora
 Colonialism
 Marginalized
C. Developing and Deepening Understanding Day 2 – June 24, 2025 - Tuesday

Activities: CLOSE READING MODEL AID – Guide the students in

reading

THEY SAY FILIPINA IS ANOTHER NAME FOR MAID

by Luisa A. Igloria

Our Overseas Contract Workers are the new heroes

of the Philippines --Fidel V. Ramos

In Hong Kong last summer

my office mate and I took
turns, smiling for pictures
in front of "The Court of Final
Appeal," as a joke, or maybe
in a kind of atonement--because
two women boarding the same
ferry we took that morning said,

in the dialect they were sure
we would recognize, Is it
your day off too?

One of them had a quick, nervous way

of smiling, as if ready to take it back
if we had turned on them with
indignation. The other was clearly
ready to challenge, if the well-
intentioned expression of solidarity
were read otherwise. It was a day
filled with rainclouds, a sky
the color of aluminum, the dull
sheen on the inside of an old
rice cooker.

Yes, we smiled, it's our day, off

too. Is your amo kind? ventured the younger
of the two, shyly. Yes, we said, thinking of the air-
conditioned offices and computers we had left behind
for two weeks of r & r, as we leant back on the green
railing. The boat punched forward, toward the red
and yellow buildings, the rickshaws lined up
in the shade.

Mine too, she said; now. But the first one…

and her voice trailed like a scarf over the water,
hesitating. We had to force our way in,
said her friend, picking up the thread. I called
the center, you know, the one near the church?
Migrante. She was this close to being raped.
Did you hear about the last one? The one
who threw herself off the hospital roof?
Instead of an autopsy they scraped
her insides clean, stuffed her
with cotton. Now no one can
prove anything.

If the body can keep secrets, what can it tell

of them? The body as a scroll: what calligraphy,
what message, did that woman's family unwrap
when they received her body aerogrammed
in a bronze casket? For so many dollars,
you can get your name carved
in ideographs on an inked stamp
that is also called a chop.

The shy one asks me to braid her hair.

She calls me ate, older sister. She shows me
the scar on her left leg from shimmying
down a mango tree in their old backyard
at home. She has just turned nineteen,
and her smile can still be
warm as a ripe mango.

I run my fingers through the ink of her hair,

dividing into three sections. What was loose
and rippling in the wind, she has let me gather
in my hand. I braid, picking up the faint scent
of coconut oil; yeasty, warm, like good bread,
rising. She could be my daughter, my niece,
my cousin, my best friend.

Even on their day off, the army

ponders the different ways
to share strength in the many
lands of the enemy, abroad
where they are known
by only one name.

Processing questions:
1. What themes are prevalent in the poem?
2. How does the title influence the interpretation of the poem?
3. What is the significance of the speaker’s perspective?
4. What imagery or symbols are used and what do they represent?
5. What is the poem’s tone and how is it achieved?
6. How does the poem reflect or critique societal norms?

1. Figurative Language Review

Directions: Review common figures of speech such as simile, metaphor,
personification, and hyperbole. Provide examples and discuss their effects.

Definition of Figure of Speech

 A figure of speech is a word or phrase that is used in a non-literal
way to create an effect. This effect may be rhetorical as in the
deliberate arrangement of words to achieve something poetic, or
imagery as in the use of language to suggest a visual picture or make
an idea more vivid. Overall, figures of speech function as literary
devices because of their expressive use of language. Words are used
in other ways than their literal meanings or typical manner of
application.

Hyperbole
 It is a figure of speech that utilizes extreme exaggeration to
emphasize a certain quality or feature.
Examples
 I have a million things to do.
 This suitcase weighs a ton.
 This room is an ice-box.
 I’ll die if he doesn’t ask me on a date.
 I’m too poor to pay attention.
Simile
 It is a figure of speech in which two dissimilar things are compared
to each other using the terms “like” or “as.”
Examples:
 She’s as pretty as a picture.
 I’m pleased as punch.
 He’s strong like an ox.
 You are sly like a fox.
 I’m happy as a clam.

Metaphor
 A figure of speech that compares two different things without the use
of the terms “like” or “as.”

 He is a fish out of water.

 She is a star in the sky.
 My grandchildren are the flowers of my garden.
 That story is music to my ears.
 Your words are a broken record.

Personification
 Personification is a figure of speech that attributes human
characteristics to something that is not human.
Examples:
 I heard the wind whistling.
 The water danced across my window.
 My dog is telling me to start dinner.
 The moon is smiling at me.
 Her alarm hummed in the background.

2. Poetry Exploration
Directions: Read the poem aloud, emphasizing its rhythm and imagery. Have
students annotate the poem, highlighting and labeling any figures of speech
they find.

3. Group Analysis
Directions: Divide students into small groups and assign each group a stanza
or section of the poem. Have them analyze the figures of speech in their
assigned section; and discuss how they contribute to the poem's meaning and
impact.

Group 1 – Stanza 1 and 2

Group 2 - Stanza 3 and 4
Group 3 – Stanza 5 and 6
Group 4 – Stanza 7 and 8

Class Discussion
Directions: Discuss figures of speech and analyze how they contribute to the
poem's overall impact.

Processing questions:
1. What are the figure of speech used in each stanza?
2. How it may contribute to the poem's meaning and impact?
3. How do they enhance the reader's experience of the poem?

Day 3-June 25, 2025-Wednesday

Activities:
Sound Device Review
Directions: Review common sound devices such as alliteration, assonance,
consonance, onomatopoeia, and rhyme. Provide examples and discuss their
effects.

Sound Devices Meaning and Function

 Sound devices are resources the poets use in their texts with a unique
blend of sounds, rhythm, and imagery. Their skillful use pertains to
the senses and allows the readers to feel the effects of the text. They
are used in a variety of ways to enhance the meanings of the text. As
music and musical notes comprise low and high-pitched tunes and
meters, poets use sound devices to create musical effects through
these literary and poetic pieces.

Alliteration in Poetry
 Alliteration is a term for repeated letter sounds (usually consonants,
but not always) at the stressed part of two or more words. One
example is “glowing golden grains.” Another word for alliteration is
initial rhyme or head rhyme.

Assonance in Poetry
 Like alliteration, assonance is the repetition of sounds in multiple
words. Assonance describes repeated vowel sounds in the middle of
words with different consonant end sounds. You can see assonance in
the phrase “faded gray waves.”

Sound Scavenger Hunt

Directions: Have students reread the poem and search for examples of
different sound devices. They can highlight, underline, or circle the words that
create these sound effects.

Class Discussion
Directions: Discuss sound devices and analyze how the sound devices
contribute to the poem's rhythm, mood, and overall impact. How do they
enhance the reader's experience of the poem?

Group 1 – Stanza 1 and 2

Group 2 - Stanza 3 and 4
Group 3 – Stanza 5 and 6
Group 4 – Stanza 7 and 8

D. Making Generalization Day 4 – June 26, 2025-Thursday

1. Figure Me Out
Directions: Enumerate, explain figures of speech and sound devices

2. Theme Brainstorm
Directions: Brainstorm a list of themes present in the poem (e.g., identity,
sacrifice, resilience, cultural pride, social injustice).

3. Evidence Gathering
Directions: Have students work in pairs or small groups to find evidence from
the poem that supports each identified theme. They can use quotes, phrases, or
specific lines.
4. Theme Discussion
Directions: Discuss the poem's themes in depth.
 How does Igloria use language to convey these themes?
 What values do these themes reflect about Filipino culture and the
experiences of OFWs?

5. Comparative Analysis
Directions: Compare there is “another” with other facts or real-world
examples related to identity outline or social justice.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning Day 5 – June 27, 2025-Friday

1. Creative Projects
Directions: Assign tasks where the students create their own poem or
reflections or similar themes, promoting creativity and personal experience
using figure of speech and sound devices.
(Rubrics based assessment) – At least two to three stanza

Giving feedbacks
Directions: Give feedbacks related to the poem discussed.

B. Teacher’s Remarks Note Observations on

Problems
any of the following Effective Practices
Encountered
areas:

strategies explored  The teacher may take note of some

observations related to the effective
practices and problems encountered
after utilizing the different
strategies, materials used, learner
materials used engagement and other related stuff.
 Teachers may also suggest ways to
improve the different activities
explored/lesson exemplar

learner engagement /
interaction

others

C. Teacher’s Reflection Reflection guide or prompt can be on: Essential and necessary to improve
 principles behind the teaching practice. You may also consider this as
What principles and beliefs informed my an input for the LAC/Collab sessions.
lesson?
Why did I teach the lesson the way I did?

 students
What roles did my students play in my
lesson?
What did my students learn? How did they
learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?
Prepared by:

BEVERLY A. TANGPUZ
Subject Teacher

Noted:

MARVELIN L. MENDOZA, EdD

Principal I
NAGSAULAY INTEGRATED NATIONAL HIGH SCHOOL Grade
School 7
Level

Learning
Teacher BEVERLY A. TANGPUZ ENGLISH
Areas
Revised K to 12
Curriculum Lesson June 30, 20025–July 1-2, 2025 - Monday-Wednesday
Exemplar 7:00 - 7:50 Athena
Teaching
7:50 – 8:40 Aphrodite Quarter First
Date and Time
10:50 – 11:50 Artemis
Weekly Lesson Plan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

A. Content Standards The learner demonstrates 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.

B. Performance Standards The learners analyze the style, forms 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.

C. Learning Competencies  EN7LIT-I-1: Analyze literary texts as expressions of individual or

and Objectives communal values within.

At the end of a 45-minute lesson, students should be able to:

5. Define sound devices
6. Identify and analyze sound devices in poetry
7. Analyze how language is used in the poem to portray the experiences and values of Filipinas working abroad
8. Relate the poem's themes to broader issues of identity, culture and social justice

D. Content Sound Devices

E. Integration Filipino identity, sacrifice, resilience, cultural pride, social injustice

II. LEARNING RESOURCES

  https://literarydevices.net/
 https://www.poetryfoundation.org/learn/glossary-terms
 https://www.flocabulary.com/
 Parreñas, R. S. (2001). Servants of globalization: Women, migration, and domestic work. Stanford University Press.
 Lan, P. C. (2003). Global Cinderellas: Migrant domestic workers and newly rich employers in Taiwan. Duke University Press.
III. TEACHING AND LEARNING NOTES TO TEACHER
PROCEDURES

E. Activating Prior Knowledge  DAY 1- June 30, 2025 - Monday

Learning Task 1. Remember Me!

Directions: Using the Graphic organizer write the key learnings that you’ve remember about
the poem “Another Name for a Maid is Filipina” and the figure of speech used in the poem for
5 minutes.

Another Name
for A maid is
Filipina by Luisa
A. Igloria

Figure of
Speech

Learning Task 2: Quiz

Direction: Identify the figure of speech used in the following statements.
1. These shoes are killing me.
2. I’ve been waiting forever to play this game.
3. She never blinks.
4. My favorite sweater hugged me tightly.
5. The alarm shrieked a warning.
6. The mountain peaks kissed the sky.
7. The hungry ocean swallowed the sinking ship.
8. I haven’t seen her in centuries.
9. I’m freezing my toes off out here!
10. You are the funniest person in the whole world.
11. The mountain peaks kissed the sky.
12. The hungry ocean swallowed the sinking ship.
13. I haven’t seen her in centuries.
14. I’m freezing my toes off out here!
15. You are the funniest person in the whole world.

Learning Task 3. Group Analysis (For Aphrodite and Artemis)

Directions: Divide students into small groups and assign each group a stanza or section of the
poem. Have them analyze the figures of speech in their assigned section; and discuss how they
contribute to the poem's meaning and impact.

Group 1 – Stanza 1 and 2

Group 2 - Stanza 3 and 4
Group 3 – Stanza 5 and 6
Group 4 – Stanza 7 and 8

Class Discussion
Directions: Discuss figures of speech and analyze how they contribute to the poem's overall
impact.

Processing questions:
1. What are the figure of speech used in each stanza?
2. How it may contribute to the poem's meaning and impact?
3. How do they enhance the reader's experience of the poem?

F. Establishing Lesson Purpose DAY 2- July 1, 2025 – Tuesday

Activities:
Sound Device Review
Directions: Review common sound devices such as alliteration, assonance, consonance,
onomatopoeia, and rhyme. Provide examples and discuss their effects.

Sound Devices Meaning and Function

 Sound devices are resources the poets use in their texts with a unique blend of
sounds, rhythm, and imagery. Their skillful use pertains to the senses and allows the
readers to feel the effects of the text. They are used in a variety of ways to enhance
the meanings of the text. As music and musical notes comprise low and high-pitched
tunes and meters, poets use sound devices to create musical effects through these
literary and poetic pieces.
Alliteration in Poetry
 Alliteration is a term for repeated letter sounds (usually consonants, but not always)
at the stressed part of two or more words. One example is “glowing golden grains.”
Another word for alliteration is initial rhyme or head rhyme.

Assonance in Poetry
 Like alliteration, assonance is the repetition of sounds in multiple words. Assonance
describes repeated vowel sounds in the middle of words with different consonant end
sounds. You can see assonance in the phrase “faded gray waves.”

Repetition in Poetry
 Repeating a word in a poem may not make sense until you read it out loud. Repetition
allows the speaker to emphasize a particular word and cause a desired sound in a
poem. Check out the first stanza of T.S. Eliot’s “Ash Wednesday” for an example of
repetition

G. Developing and Deepening Sound Scavenger Hunt

Understanding Directions: Have students reread the poem and search for examples of different sound
devices. They can highlight, underline, or circle the words that create these sound effects.

Class Discussion
Directions: Discuss sound devices and analyze how the sound devices contribute to the poem's
rhythm, mood, and overall impact. How do they enhance the reader's experience of the poem?

Group 1 – Stanza 1 and 2

Group 2 - Stanza 3 and 4
Group 3 – Stanza 5 and 6
Group 4 – Stanza 7 and 8

H. Making Generalization Day 3 – July 2, 2025-Wednesday 1.

1. Figure Me Out
Directions: Enumerate, explain the sound devices

2. Theme Brainstorm
Directions: Brainstorm a list of themes present in the poem (e.g., identity, sacrifice,
resilience, cultural pride, social injustice).
3. Evidence Gathering
Directions: Have students work in pairs or small groups to find evidence from the poem that
supports each identified theme. They can use quotes, phrases, or specific lines.
4. Theme Discussion
Directions: Discuss the poem's themes in depth.
 How does Igloria use language to convey these themes?
 What values do these themes reflect about Filipino culture and the experiences of
OFWs?

5. Comparative Analysis
Directions: Compare there is “another” with other facts or real-world examples related to
identity outline or social justice.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning 1. Creative Output- Group Task

Directions: Assign tasks where the students create their own poem or
reflections or similar themes, promoting creativity and personal experience
using figure of speech and sound devices.
(Rubrics based assessment) – At least two-three stanzas

B. Teacher’s Remarks Note Observations on

Problems
any of the following Effective Practices
Encountered
areas:

strategies explored  The teacher may take note of some

observations related to the effective
practices and problems encountered
after utilizing the different strategies,
materials used, learner engagement
materials used and other related stuff.
 Teachers may also suggest ways to
improve the different activities
explored/lesson exemplar

learner engagement /
interaction

others

 ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by:

BEVERLY A. TANGPUZ
Subject Teacher

Noted:

MARVELIN L. MENDOZA, EdD

Principal I
NAGSAULAY INTEGRATED NATIONAL HIGH SCHOOL Grade
School 7
Level

Learning
Teacher BEVERLY A. TANGPUZ ENGLISH
Areas

Revised K to 12 July 7-11, 2025 - Monday-Friday

Curriculum Lesson 7:00 - 7:50 Athena
Exemplar Teaching 7:50 – 8:40 Aphrodite
10:50 – 11:40 Artemis Quarter First
Date and Time

Weekly Lesson Plan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

A. Content Standards The learner demonstrates 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.

B. Performance Standards The learners analyze the style, forms 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.

C. Learning Competencies EN7LIT-I-1 Analyze literary texts as expressions of individual or communal values within.
and Objectives
Lesson Objectives
1. Share specific thoughts or insights on Filipino values discussed in class.
2. Write a short prayer showing the elements of poetry.
3. Analyze the given poem according to the assigned concept.
4. Share their ideas and thoughts about significant concepts from the poem and relate it to your specific local identity or Filipino identity
in general

D. Content Poetry: Basic Elements

E. Integration Sustainable Development Goal 4 Quality Education

II. LEARNING RESOURCES

  11,020 Boy Girl Praying Royalty-Free Images, Stock Photos & Pictures. (n.d.). Shutterstock.
https://www.shutterstock.com/search/boy-girlpraying
 Galan, R. S. (2015, August 9). Tartanilla [Facebook Post].
https://www.facebook.com/100040847452939/posts/1616923655248011/
 Kalesa. (2024, May 17). Wikipedia. https://en.wikipedia.org/wiki/Kalesa#/media/File:Allan_Jay_Quesada_-
_Vigan_Calle_Crisologo_DSC_1917.jpg 2
 Pinterest. (n.d.). Pinterest. https://www.pinterest.ph/pin/30680841200611806/visualsearch/?
x=16&y=16&w=532&h=376&surfaceType=flashlight
 Strauss, L. (2015). A Filipino Dream – My Spirit. Poetrysoup. https://www.poetrysoup.com/poem/a_filipino_dream_-
_my_spirit_645256

III. TEACHING AND LEARNING NOTES TO TEACHER

PROCEDURES

I. Activating Prior Knowledge  DAY 1- July 7, 2025 - Monday

Short Review
1. P.O.E.T.R.Y.: Playing with Words in Acronymic Style
 The teacher will show or write the word ‘POETRY’ on the board and explain that to
recall the previous lesson, today’s task is to think of words or phrases that start with
each initial letter and are relevant to the topic of poetry. These words or phrases will
be the building blocks of their acronym. The learners will work in pairs and each pair
will present their work in front of the class.

 P-

 O-

 E-

 T-
The feedback activity is optional.
 R-

 Y-

Feedback
2. Spotlight on Strengths: Illuminating Your Superpowers
 The class will work in groups consisting of four – eight members. Each student will
share a moment from the previous lesson where they think they did the best and why
they did exceptional during that time. The group members will take turns sharing and
come up with an idea on how they can reinforce their positive attributes. The group
will then choose a representative to share their answers and feedback to the class.

J. Establishing Lesson Purpose 1. Lesson Purpose Lesson Purpose

Imbibe Me Image references:
https://www.shutterstock.com/search/boygirl-
 The teacher will show the image below to the students and ask them the following praying
questions to guide their discussion:
1. Look at the image carefully. What do you see? Describe the image as best as you can.
2. What Filipino value do you think is shown in the image? Why do you think
so?
3. When you pray, what do you usually pray for? Share some lines from your
prayers and explain why they are important to you.
4. How does prayer play a role in your life? What does it mean to you?

Think, Pair, and Share

 The teacher will ask the class to form pairs and collaborate to write a prayer using the
elements of poetry. Students can choose to write a free-verse poem or a rhyming poem
as their prayer.
 Once the pairs have completed their poems, they will take turns reading their work
aloud to the class.
 Encourage the rest of the class to listen attentively and provide positive comments or
constructive suggestions after each reading.

Guide Questions:
 How did you feel about writing a poem using the elements of poetry? Describe your
experience.
 Do you think there is a connection between writing poetry and writing a prayer?
Explain your thoughts.
 Did you face any challenges while writing your prayer poem? If so, how did you
address them?
2. Unlocking Content Vocabulary
Guess The Word
 The teacher will present a series of pictures and provide a definition as a clue for the 2. Unlocking Content
students to guess a word. Vocabulary
Image references:
Hint: A type of horse-drawn carriage or a traditional Filipino horse-drawn vehicle. https://en.wikipedia.org/wiki/Kalesa#/media
It is commonly used as a mode of transportation in rural areas and small towns in /File:Allan_Jay_Quesada_-
the Philippines. 10 letters.
_Vigan_Calle_Crisologo_DSC_1917.jpg
Word to Guess: Tartanilla https://www.pinterest.ph/pin/30680841200
611806/visualsearch/?
x=16&y=16&w=532&h=376&surfa
ceType=flashlight

Once the students successfully guess the word, engage them with the following
questions:

Guide Questions:
1. Based on the images shown, how would you describe a tartanilla?
2. What are your thoughts on tartanilla as a vehicle? How does it compare to other modes of
transportation?
3. Do you think tartanillas are still commonly used today? If so, where can they be found?
4. What significance does the tartanilla hold in Filipino culture?

K. Developing and Deepening 1. Explicitation The teacher will instruct the class to work in
Understanding Brain Blossoms: Cultivating Ideas and Thoughts groups and recall their answers from the
‘P.O.E.T.R.Y.: Playing with Words in
Acronymic Style’ task. They should relate
their answers to the phrase:
“Poetry is a garden nourished by the soil of
imagination and tended with the care of
language’s artistry.”

Students will share and write their responses

using the provided diagram, specifically
on the flower petals and leaves. Each group
will then read their answers aloud to the
class. Afterward, the teacher will ask
the processing questions.

4. Worked Example
During the discussion of concept, the teacher
may also ask the input of the students
using the following questions:
 Do you agree that knowing the basic
elements of poetry is important?
Why?
 Why do you need to determine the
context of a poem? How will this
help you?
 What will happen if you have a clear
distinction of each basic elements of
poetry?

Processing Questions:
1. How did creating the flower concept map help you better understand the
concept of poetry?
2. What did you learn about your own experiences with reading, writing, and
understanding poetry while making the concept map?
3. If you were to analyze a poem right now, what would be the first step you
take?

DAY 2 – 3 – July 8-9, 2025 – Tuesday& Wednesday

2. Worked Example
Basic Elements of Poetry
 Form - Refers to how the poem is put together, like its structure and design. This
includes things like how it rhymes, the rhythm of the words, how the lines are
grouped into stanzas, and how it looks on the page.
 Line – The basic unit of poetry, often characterized by its length, rhythm, and
arrangement on the page.
 Imagery – Descriptive language that appeals to the senses, creating vivid mental
pictures and sensory experiences for the reader. This means the writer chooses
Review! Board Work – Collaborative Task
words that help you imagine how things look, sound, feel, smell, or taste.
 Give the key learnings of poetry for
 Sound Devices – Techniques such as rhyme, rhythm, alliteration, assonance,
30 seconds.
consonance, and onomatopoeia that create auditory effects and enhance the
musicality of a poem.
 Figurative Language- Figurative language adds depth, nuance, and emotion to
poetry by going beyond literal meanings and inviting readers to interpret
andexperience the text in different ways through the use of metaphors, similes,
POETRY
personification, hyperbole, etc. It allows poets to convey complex ideas, emotions,
and experiences through imaginative and creative language.
 Theme- The central idea, message, or underlying meaning of a poem, often
expressed through recurring images, symbols, or motifs.

How do you look at the context of a poem? 1. How did creating the flower concept
 Poems often have biographical, historical, and socio-cultural contexts because these map help you better understand the
contexts greatly influence the themes, styles, and messages of the poems. Here are the concept of poetry?
things you need to remember when identifying them: 2. If you were to analyze a poem right
now, what would be the first step
1. Biographical Context you take?
 Includes the life experiences, background, beliefs, and personal history of the writer.
 Understanding the writer's biography can provide insights into the motivations,
emotions, and perspectives behind their poems.
 This context may influence the theme, subject, and style of the writer.
 Personal experiences often shape the themes and emotions explored in poetry,
making biographical context crucial for understanding the writer's perspective and
creative process.

2. Historical Context
o Refers to the time period, events, social conditions, and cultural movements in which
the poem was written.
o Examining historical context helps readers understand how societal changes, political
events, or cultural shifts may have influenced the poet's perspective and message.

3. Socio-Cultural Context
 Refers to the social, cultural, and ideological environment in which the poem is
produced and received.
 Socio-cultural context includes factors such as societal norms, values, beliefs,
traditions, and cultural identities.
 This context may influence the themes, symbols, language choices, and
interpretations of the poem, as well as how the poem is received and understood by
different audience.
Practice Task
Practice Task – Group Task  The teacher will ask the class to
Filipino Heritage work in groups to analyze the given
By Francisco Balagtas poem and to answer the guide
questions provided.
Our heritage, a tapestry rich and grand,  Each group will take turns sharing
Woven with stories of our native land. insights in front of the class. The
From Luzon's mountains to Mindanao's shores, teacher may allow the students to
Filipino identity, forever soars. visit the school library, consult their
modules/ textbooks as reference
Guide Questions: materials, or use the internet with
1. How would you describe the form and structure of the poem? What do you notice their supervision
about the length and arrangement of the lines?
2. Did the author use any imagery, sound devices (like rhyme or alliteration), or
figurative language (like metaphors or similes)? Provide examples from the poem
3. What do you think is the main message or theme of the poem? How well did the
author convey this theme through their choice of words?
4. What can you tell about the background of the poem? Consider the author's life, the
historical period, or the cultural setting when the poem was written.

3. Lesson Activity
The teacher will ask the learners to work in groups. Their task is to analyze the poem and
answer the table provided.

Tartanilla
By Ralph Semino Galan

I miss the sound of hoof steps

Pattering on the pavement like rain.

How I long for the sweet scent

Of summer rain between late dusk

And early evening, like croaking

Of the frogs, evoking memories lost

In the stars. Perhaps the heroes too

Have flown to the skies as comets
Acquiring pegasic wings no carriage
Can resist, no memory can recall.

Describe the form of the poem

How are the lines arranged in the
poem? What can you say about how
the lines were used?
Did the author use any form of
imagery? Cite some line/s from the
poem
What is the central idea of the
poem?
Is biographical context applicable to
this poem? If yes, what analysis can
you infer from it? Cite evidence.
Is socio-cultural context applicable
to this poem? If yes, what analysis
can you infer from it?

L. Making Generalization DAY 4 – July 10, 2025 - Thursday Review!

1. Learners’ Takeaways: Exit Slip: 3, 2 1 2. Explain each element of the poem.
On a piece of paper, the students answer the following:  Form
 Write three things you learned from this lesson.  Line
 List down two things you want to learn more about.  Imagery
 Ask one question about the lesson.  Sound devices
 Figurative languages
 theme
2. Reflection on Learning
3. How do you look at the context of a
 The teacher will divide the class into small groups and prompt them to discuss their
poem?
most effective learning experiences as well as areas they believe they can enhance.
4. Why do you need to determine the
Afterwards, each group will combine their insights, and two representatives from
context of a poem? How will this
each group will present the answer to the class.
help you?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning DAY 5 – July 11, 2025 - Friday Formative Assessment

Strauss, L. (2015). A Filipino
1. Formative Assessment Dream – My Spirit. Poetrysoup.
Instruction: Examine the sections of the poem provided and https://www.poetrysoup.com/
complete the table by sharing your insights. Then, discuss important
themes from the poem and connect them to your own local identity
or the broader Filipino identity.
A Filipino Dream – My Spirit

Stanza 1
I have a Filipino dream!
Stop the war and wild loud of scream
I have a dream not for myself.
Not a selfish man who thinks of himself.

Stanza 2
I have a Filipino dream!
Cease the pain of a poor at the stream.
Three stars are united as one.
My dreams and love are bounded as one

Context Evidence from the Explanation

Text
Biographical
Historical
Socio-Cultural

B. Teacher’s Remarks Note Observations on

Problems
any of the following Effective Practices
Encountered
areas:

strategies explored  The teacher may take note of some

learner engagement /
interaction

others

 students
What roles did my students play in my
lesson?
What did my students learn? How did they
learn?
 ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by:

BEVERLY A. TANGPUZ
Subject Teacher

Noted:

MARVELIN L. MENDOZA, EdD

Principal I

NAGSAULAY INTEGRATED NATIONAL HIGH SCHOOL Grade

School 7
Level
Learning
Teacher BEVERLY A. TANGPUZ ENGLISH
Areas

July 14-18, 2025 - Monday-Friday

Revised K to 12 Curriculum 7:00 - 7:50 Athena
Lesson Exemplar Teaching 7:50 – 8:40 Aphrodite
Quarter First
Date Teaching 10:50 – 11:40 Artemis

Weekly Lesson Plan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

A. Content Standards The learner demonstrates 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.

B. Performance Standards The learners analyze the style, forms 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.

C. Learning Competencies EN7LIT-I-1 Analyze literary texts as expressions of individual or communal values within.
and Objectives
Lesson Objectives
1. Share specific thoughts or insights on Filipino values discussed in class.
2. Analyze the given poem according to the assigned concept.
3. Share their ideas and thoughts about significant concepts from the poem and relate it to your specific local identity or Filipino
identity in general

D. Content Three types of Concepts

 Historical Concepts
 Biographical Concept
 Socio-Cultural Concept

E. Integration Sustainable Development Goal 4 Quality Education

II. LEARNING RESOURCES

III. TEACHING AND LEARNING NOTES TO TEACHER

PROCEDURES

A. Activating Prior Knowledge  DAY 1- July 15, 2025-Monday

The teacher will instruct the class to work in
REVIEW! Brain Blossoms: Cultivating Ideas and Thoughts groups and recall their answers from the
Direction: Explain the quotation about poetry using ‘P.O.E.T.R.Y.: Playing with Words in
Acronymic Style’ task. They should relate
their answers to the phrase:

“Poetry is a garden nourished by the

soil of imagination and tended with the
care of language’s artistry.”

Students will share and write their responses

using the provided diagram, specifically on
the flower petals and leaves. Each group will
then read their answers aloud to the class.
Afterward, the teacher will ask the
processing questions.

Processing Questions:
1.How did creating the flower concept map help you better understand the concept of poetry?
2. What did you learn about your own experiences with reading, writing, and
understanding poetry while making the concept map?
3. If you were to analyze a poem right now, what would be the first step you take?
The feedback activity is optional.

B. Establishing Lesson Purpose 2. Worked Example

During the discussion of concept, the teacher may also ask the input of the students
using the following questions:
 Do you agree that knowing the basic elements of poetry is important? Why?
 Why do you need to determine the context of a poem? How will this help you?
 What will happen if you have a clear distinction of each basic elements of poetry?
C. Developing and Deepening 1. Explicitation
Understanding DAY 2-3– July 15-16, 2025 – Tuesday-Wednesday

How do you look at the context of a poem?

 Poems often have biographical, historical, and socio-cultural contexts because these
contexts greatly influence the themes, styles, and messages of the poems. Here are the
things you need to remember when identifying them:

1. Biographical Context
 Includes the life experiences, background, beliefs, and personal history of the writer.
 Understanding the writer's biography can provide insights into the motivations,
emotions, and perspectives behind their poems.
 This context may influence the theme, subject, and style of the writer.
 Personal experiences often shape the themes and emotions explored in poetry,
making biographical context crucial for understanding the writer's perspective and
creative process.

Practice Task
Filipino Heritage
By Francisco Balagtas POETRY

Our heritage, a tapestry rich and grand,

Woven with stories of our native land.
From Luzon's mountains to Mindanao's shores,
Filipino identity, forever soars.
1. How did creating the flower concept
Guide Questions: map help you better understand the
1. How would you describe the form and structure of the poem? What do you notice concept of poetry?
about the length and arrangement of the lines? 2. If you were to analyze a poem right
2. Did the author use any imagery, sound devices (like rhyme or alliteration), or now, what would be the first step
figurative language (like metaphors or similes)? Provide examples from the poem you take?
3. What do you think is the main message or theme of the poem? How well did the
author convey this theme through their choice of words?
4. What can you tell about the background of the poem? Consider the author's life, the
historical period, or the cultural setting when the poem was written.

3. Lesson Activity – Group Activity

The teacher will ask the learners to work in groups. Their task is to analyze the poem and
answer the table provided.

Tartanilla
By Ralph Semino Galan

I miss the sound of hoof steps

Pattering on the pavement like rain.

How I long for the sweet scent

Of summer rain between late dusk

And early evening, like croaking

Of the frogs, evoking memories lost

In the stars. Perhaps the heroes too

Have flown to the skies as comets Practice Task
Acquiring pegasic wings no carriage  The teacher will ask the class to
Can resist, no memory can recall. work in groups to analyze the given
poem and to answer the guide
Describe the form of the poem questions provided.
How are the lines arranged in the  Each group will take turns sharing
insights in front of the class. The
poem? What can you say about how
teacher may allow the students to
the lines were used? visit the school library, consult their
Did the author use any form of modules/ textbooks as reference
imagery? Cite some line/s from the materials, or use the internet with
poem their supervision
What is the central idea of the
poem?
Is biographical context applicable to
this poem? If yes, what analysis can
you infer from it? Cite evidence.
Is socio-cultural context applicable
to this poem? If yes, what analysis
can you infer from it?

D. Making Generalization DAY 4 – July 17, 2025 - Thursday Review!

1. Learners’ Takeaways: Exit Slip: 3, 2 1 1. Explain each element of the poem.
On a piece of paper, the students answer the following:  Form
 Write three things you learned from this lesson.  Line
 List down two things you want to learn more about.  Imagery
 Ask one question about the lesson.  Sound devices
 Figurative languages
 theme
2. Reflection on Learning
2. How do you look at the context of a
o The teacher will divide the class into small poem?
groups and prompt them to discuss their 3. Why do you need to determine the
most effective learning experiences as well context of a poem? How will this
as areas they believe they can enhance. help you?
Afterwards, each group will combine their
insights, and two representatives from each
group will present the answer to the class.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning DAY 5 – July 18, 2025 - Friday Formative Assessment

Stanza 1
I have a Filipino dream!
Stop the war and wild loud of scream
I have a dream not for myself.
Not a selfish man who thinks of himself.

Stanza 2
I have a Filipino dream!
Cease the pain of a poor at the stream.
Three stars are united as one.
My dreams and love are bounded as one
Context Evidence from the Explanation
Text
Biographical
Historical
Socio-Cultural

B. Teacher’s Remarks Note Observations on

Problems
any of the following Effective Practices
Encountered
areas:

 The teacher may take note of some

observations related to the effective
practices and problems encountered
after utilizing the different strategies,
strategies explored materials used, learner engagement
and other related stuff.
 Teachers may also suggest ways to
improve the different activities
explored/lesson exemplar

materials used

learner engagement /
interaction

others

 students
What roles did my students play in my
lesson?
What did my students learn? How did they
learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by:

BEVERLY A. TANGPUZ
Subject Teacher

Noted:

MARVELIN L. MENDOZA, EdD

Principal I

NAGSAULAY INTEGRATED NATIONAL HIGH SCHOOL Grade

School 7
Level
Learning
Teacher BEVERLY A. TANGPUZ ENGLISH
Areas

Revised K to 12 Curriculum July 22-25, 2025 - Monday-Friday

Lesson Exemplar 7:00 - 7:50 Athena
Teaching 7:50 – 8:40 Aphrodite
Quarter First
Date and Time 10:50 – 11:40 Artemis

Weekly Lesson Plan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

A. Content Standards The learner demonstrates 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.

B. Performance Standards The learners analyze the style, forms 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.

C. Learning Competencies Learning Competency

and Objectives  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.

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.

D. Content Poetry: Literary Devices

E. Integration Sustainable Development Goal 4 Quality Education

II. LEARNING RESOURCES

  Daguio, A. T. (1932). Man of Earth. Cordillera Sun. https://www.cordilleransun.com/2021/08/man-of-earth-poe

amadortdaguio.html#google_vignette
 Gloria, A. M. (1928). To a Lost One. Read a Little Poetry. https://readalittlepoetry.com/2005/12/27/to-a-lost-one-by-angela-manalang-
gloria/
 Kids Treasure Map Images – Browse 5,156 Stock Photos, Vectors, and Video. (n.d.). Adobe Stock.
https://stock.adobe.com/search/images?k=kids+treasure+map
 Marquez, N. (n.d.). The Sea. SCRIBD. https://www.scribd.com/doc/188485659/The-Sea-by-Natividad-Marquez
 Rizal, J. P. (n.d.). The Song of Maria Clara (N. Joaquin, Trans.) All Poetry. https://allpoetry.com/The-Song-of-Maria-Clara
 Vector pirate kids with map looking for treasure chest. Cute treasure hunt scene with children. Tropical island hunters illustration.
Funny pirate party element for kids isolated on white background. Stock Vector. (n.d.). Adobe Stock. from
https://stock.adobe.com/images/vector-pirate-kids-with-map-looking-for-treasure-chest-cute-treasure-hunt-scene-with-children-
tropical-island-hunters-illustration-funny-pirateparty-element-for-kids-isolated-on-white-background/500678273
 Villa, J. G. (1942). God said, I Made a Man. Poem Hunter. https://www.poemhunter.com/poem/god-said-i-made-a-man/

III. TEACHING AND LEARNING NOTES TO TEACHER

PROCEDURES

A. Activating Prior Knowledge DAY 1- July 22, 2025 - Tuesday

REVIEW!
1. Mind Mingle (Short Review)
 The teacher will start by asking students to reflect individually on the key concepts and
takeaways from the previous lesson. Then, students will pair up to discuss and share
their thoughts. Allow five to ten minutes for this discussion. Finally, invite a few
pairs to share their insights with the entire class.

2. Feedback
Navigating Ups and Downs
 Students will collaborate in pairs to briefly reflect on the learning activities and
assessments from the previous lesson. Each student will identify one activity or task
where they excelled and one where they struggled. They will write down three
reasons for their success and three reasons for their challenges in their notebooks. In
pairs, students will compare their responses, noting any commonalities or differences.
After a brief discussion, they will brainstorm ideas for improving or maintaining their
learning performance.

NAVIGATING UPS AND DOWNS

MY BEST MOMENT… COULD DO A LITTLE NEXT TIME I WILL
… BETTER HERE…

B. Establishing Lesson Purpose 1. Unlocking Content Vocabulary: Mix-Up Madness

Directions: Unlock the given words using the provided definition as your clue.
1. Word: YERAGMI
 Definition: The use of descriptive language that appeals to the senses.
2. Word: NTOE
 Definition: The attitude or emotional expression of the poet towards the subject
matter, audience, or the poem itself.
3. Word: DOOM
 Definition: The overall atmosphere or emotional tone.
4. Word: HRYEM
 Definition: The repetition of similar sounds at the ends of lines or within lines of a
poem.
5. Word: MILISE
 Definition: A figure of speech that compares two different things using the words
"like" or "as"

C. Developing and Deepening Explicitation

Understanding Dyadic Exchange

Direction: The teacher will ask the learners to work in pairs and discuss the following lines
lifted from a poem. The students will be given fifteen to twenty minutes to analyze and
exchange thoughts. Instruct the class to write their answers on their notebooks.

What are Literary Devices?

(Day 2)
Literary Devices

After discussing various literary devices, the

teacher can assess students' understanding
Guide Questions: through activities such as matching exercises
● What was the condition or state of the writer at the time of speaking? or identification tasks.
● 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?

Day 2 – July 23, 2025 – HOLIDAY- Wednesday

Day 3 - July 24, 2025 - Thursday
Practice Activity: Identifying the literary device
Directions: Identify the literary devices used in each of the following lines by answering the
corresponding questions. Circle the letter of the correct answer.

1. “Why does the sun laugh, Mother, As it glints beneath the sun?”
- The Sea by Natividad Marquez
A. Simile B. Metaphor C. Personification
2. What language element of a poetry is present in the following lines?
“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. Rhyme B. Alliteration C. Assonance
3. 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 Practice Task
A. Anger B. Bitterness C. Longing  The teacher will ask the class to
4. What is the feeling of the writer in the following lines? work in groups to analyze the given
“GOD said, “I made a man poem and to answer the guide
Out of clayBut so bright he, he spun questions provided.
Himself to brightest Day  Each group will take turns sharing
Till he was all shining gold, insights in front of the class. The
And oh, teacher may allow the students to
He was handsome to behold! visit the school library, consult their
- GOD said “I Made a Man” by Jose Garcia Villa modules/ textbooks as reference
A. Admiration B. Hatred C. Jealousy materials, or use the internet with
5. What Point of view was used by the writer in the following lines? their supervision
Am I of the body,
Or of the green leaf?
Do I have to whisper
My every sin and grief?
- “Man of Earth” by Amador T. Daguio
A. First Person B. Second Person C. Third Person

Extended Practice Activity:

Instruction: Read each sentence below and write the literary device used.

1. "The stars danced playfully in the moonlit sky."

Literary Device: ___________________________
2. "He was so tired, he could have slept for a thousand years."
Literary Device: ___________________________ Extended Practice Activity:
3. "The fresh, juicy oranges were cold and sweet." Answer key:
Literary Device: ___________________________ 1. Personification
4. "Blippy sells seashells by the seashore." 2. Hyperbole
Literary Device: ___________________________ 3. Imagery
5. "The thunder grumbled like an old man." 4. Alliteration
Literary Device: ___________________________ 5. Simile
6. "The car engine roared to life. 6. Onomatopoeia
Literary Device: ___________________________

Poetry One Pager

 The teacher will guide the students in creating a poetry one-pager using a single sheet
of bond paper. The students should incorporate both text and illustrations to identify
and explain the literary devices present in the poem. Refer to the diagram below for
guidance and encourage the students to be as creative as possible.

Day 4– July 25 2025 - Friday

Direction: Read and analyze the literary devices used in the poem.

A POEM THAT HAS NO TITLE

By Jose P. Rizal

To my Creator I sing
Who did soothe me in my great loss;
To the Merciful and Kind
Who in my troubles gave me repose.

Thou with that pow'r of thine

Said: Live! And with life myself I found;
And shelter gave me thou
And a soul impelled to the good
Like a compass whose point to the North is bound.

Thou did make me descend

From honorable home and respectable stock,
And a homeland thou gavest me
Without limit, fair and rich
Though fortune and prudence it does lack.

Guides questions:
1. Explain the mood and the tone of the poem.
2. Give the figurative languages used in the poem.
3. What is rhyming scheme and explain it to the poem?

D. Making Generalization
1. Learners’ Takeaways
Take off Ticket: Blast Off Insights!
Direction: On a piece of paper, the students answer the following:

Rocketing Reflections: Write three things you learned from this lesson.
____________________________________________________________________
__________________________________________________________________
____________________________________________________________________

Cosmic Curiosities: List down two things you want to learn more about.
____________________________________________________________________
____________________________________________________________________
Interstellar Inquiry: Ask one question about the lesson.
___________________________________________________________

2. Reflection on Learning
A Brighter Mind

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning Formative Assessment

Directions: Write True if the statement is correct and write False if the
statement is not correct.

1. Tone in poetry can be conveyed through word choice, imagery,

syntax, and overall style. Common tones in poetry include playful,
serious, nostalgic, melancholic, sarcastic, hopeful, and reflective.
2. Mood in poetry refers to the emotional atmosphere or feeling
evoked in the reader by the poem.
3. Personification involves giving human characteristics or qualities
to non-human objects, animals, or abstract concepts.
4. Symbolism in poetry refers to using objects, colors, or elements to
represent deeper meanings or ideas beyond their literal
significance.
5. Rhyme in poetry is the repetition of similar sounds, usually at the
ends of lines.

B. Teacher’s Remarks Note Observations on

Problems
any of the following Effective Practices
Encountered
areas:

 The teacher may take note of some

materials used

learner engagement /
interaction

others

 students
What roles did my students play in my
lesson?
What did my students learn? How did they
learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by:

BEVERLY A. TANGPUZ
Subject Teacher

Noted:

MARVELIN L. MENDOZA, EdD

Principal I

NAGSAULAY INTEGRATED NATIONAL HIGH SCHOOL Grade

School 7
Level

Learning
Teacher BEVERLY A. TANGPUZ ENGLISH
Areas
Revised K to 12 Curriculum
Lesson Exemplar Teaching July 28-30, 2025 -August 1-2, 2025 - Monday-Friday Quarter First
7:00 - 7:50 Athena
7:50 – 8:40 Aphrodite
Date and Time
10:50 – 11:40 Artemis
Weekly Lesson Plan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

A. Content Standards The learner demonstrates 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.

B. Performance Standards The learners analyze the style, forms 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.

C. Learning Competencies Learning Competency

and Objectives  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.

D. Content Poetry: Literary Devices

E. Integration Sustainable Development Goal 4 Quality Education

II. LEARNING RESOURCES

  Daguio, A. T. (1932). Man of Earth. Cordillera Sun. https://www.cordilleransun.com/2021/08/man-of-earth-poe

III. TEACHING AND LEARNING NOTES TO TEACHER

PROCEDURES

A. Activating Prior Knowledge DAY 1- July 27, 2025 - Monday

The lesson was not yet executed to the class
REVIEW! due to SOUTHWEST MONSOON or
1. Mind Mingle (Short Review)
HABAGAT, started last Monday, July 21,
 The teacher will start by asking students to reflect individually on the key concepts and
takeaways from the previous lesson. Then, students will pair up to discuss and share 2025 at 1:00 o’clock in the afternoon until
their thoughts. Allow five to ten minutes for this discussion. Finally, invite a few July 25, 2025, Friday.
pairs to share their insights with the entire class.
So this will be discuss today, July 28-30 ang
2. Feedback
August 1-2, 2025.
Navigating Ups and Downs
 Students will collaborate in pairs to briefly reflect on the learning activities and
assessments from the previous lesson. Each student will identify one activity or task
where they excelled and one where they struggled. They will write down three
reasons for their success and three reasons for their challenges in their notebooks. In
pairs, students will compare their responses, noting any commonalities or differences.
After a brief discussion, they will brainstorm ideas for improving or maintaining their
learning performance.

NAVIGATING UPS AND DOWNS

MY BEST MOMENT… COULD DO A LITTLE NEXT TIME I WILL
… BETTER HERE…

B. Establishing Lesson Purpose 1. Unlocking Content Vocabulary: Mix-Up Madness

 Checking of Activities (MDL)

C. Developing and Deepening DAY 2- July 28, 2025 - Tuesday

Understanding Explicitation
Dyadic Exchange

What are Literary Devices?

(Day 2)
Literary Devices

After discussing various literary devices, the

teacher can assess students' understanding
through activities such as matching exercises
Guide Questions: or identification tasks.
● 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?

Day 3 - July 30, 2025 - Wednesday

Practice Activity: Identifying the literary device
Directions: Identify the literary devices used in each of the following lines by answering the
corresponding questions. Circle the letter of the correct answer.

1. “Why does the sun laugh, Mother, As it glints beneath the sun?”
- The Sea by Natividad Marquez
A. Simile B. Metaphor C. Personification
2. What language element of a poetry is present in the following lines?
“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. Rhyme B. Alliteration C. Assonance
3. 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
A. Anger B. Bitterness C. Longing Practice Task
4. What is the feeling of the writer in the following lines?  The teacher will ask the class to
“GOD said, “I made a man work in groups to analyze the given
Out of clayBut so bright he, he spun poem and to answer the guide
Himself to brightest Day questions provided.
Till he was all shining gold,  Each group will take turns sharing
And oh, insights in front of the class. The
He was handsome to behold! teacher may allow the students to
- GOD said “I Made a Man” by Jose Garcia Villa visit the school library, consult their
A. Admiration B. Hatred C. Jealousy modules/ textbooks as reference
5. What Point of view was used by the writer in the following lines? materials, or use the internet with
Am I of the body, their supervision
Or of the green leaf?
Do I have to whisper
My every sin and grief?
- “Man of Earth” by Amador T. Daguio
A. First Person B. Second Person C. Third Person

Extended Practice Activity:

Instruction: Read each sentence below and write the literary device used.

1. "The stars danced playfully in the moonlit sky."

Literary Device: ___________________________
2. "He was so tired, he could have slept for a thousand years."
Literary Device: ___________________________
3. "The fresh, juicy oranges were cold and sweet." Extended Practice Activity:
Literary Device: ___________________________ Answer key:
4. "Blippy sells seashells by the seashore." 1. Personification
Literary Device: ___________________________ 2. Hyperbole
5. "The thunder grumbled like an old man." 3. Imagery
Literary Device: ___________________________ 4. Alliteration
6. "The car engine roared to life. 5. Simile
Literary Device: ___________________________ 6. Onomatopoeia

Poetry One Pager

Day 4– August 1, 2025 - Thursday

Direction: Read and analyze the literary devices used in the poem.

A POEM THAT HAS NO TITLE

By Jose P. Rizal

To my Creator I sing
Who did soothe me in my great loss;
To the Merciful and Kind
Who in my troubles gave me repose.

Thou with that pow'r of thine

Said: Live! And with life myself I found;
And shelter gave me thou
And a soul impelled to the good
Like a compass whose point to the North is bound.

Thou did make me descend

From honorable home and respectable stock,
And a homeland thou gavest me
Without limit, fair and rich
Though fortune and prudence it does lack.

Guides questions:
4. Explain the mood and the tone of the poem.
5. Give the figurative languages used in the poem.
6. What is rhyming scheme and explain it to the poem?

D. Making Generalization
1. Learners’ Takeaways
Take off Ticket: Blast Off Insights!
Direction: On a piece of paper, the students answer the following:

Day 5– August 2, 2025 - Friday

2. Reflection on Learning

A Brighter Mind

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning Formative Assessment

Directions: Write True if the statement is correct and write False if the
statement is not correct.

1. Tone in poetry can be conveyed through word choice, imagery,

B. Teacher’s Remarks Note Observations on

Problems
any of the following Effective Practices
Encountered
areas:

 The teacher may take note of some

materials used

learner engagement /
interaction

others

 ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by:

BEVERLY A. TANGPUZ
Subject Teacher

Noted:

MARVELIN L. MENDOZA, EdD

Principal I

NAGSAULAY INTEGRATED NATIONAL HIGH SCHOOL Grade

School 7
Level

Learning
Teacher BEVERLY A. TANGPUZ ENGLISH
Areas
Revised K to 12 Curriculum
Lesson Exemplar Teaching August 4-8, 2025- Monday -Friday Quarter First
Date and Time 700 - 7:50 Athena
7:50 – 8:40 Aphrodite
10:50 – 11:40 Artemis
Weekly Lesson Plan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

A. Content Standards The learner demonstrates 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.

B. Performance Standards The learners analyze the style, forms 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.

C. Learning Competencies Learning Competency

and Objectives Identify one’s meaning and purpose in selecting the type of literary text for composition (poetry).
1.Distinguish the elements of poetry.
2.Recognize the different types of poetry.
3.Identify the authors purpose in writing.

D. Content TOPIC 1: Elements of Poetry

Sub-topic: Types of Poetry
TOPIC 2: Author’s Purpose in Writing

E. Integration Theme: Talent appreciation

II. LEARNING RESOURCES

  Biong, I. (2020). World class gymnast Yulo, skateboarder Didal among 5 Filipinos in Forbes ‘under 30 Asia’ List.” Accessed May 26,
2024 from https://newsinfo.inquirer.net/1252819/carlos-yulo-margielyn-diaz-among-5-filipinos-in-forbes-under-30-asia-list
 Bracher, J. (2016). Hidilyn Diaz nabs silver, first PH Olympic medal in 20 years. Accessed May 26, 2024 from
https://www.rappler.com/sports/specials/olympics/142282-hidilyn-diaz-olympic-weightlifting-women-53kg-silver-medal
 Ford, Tom. “Drew Arellano Net Worth 2023: Wiki Bio, Married, Dating, Family, Height, Age, Ethnicity.” Net Worth Post, February
5, 2016. https://networthpost.org/net-worth/drew-arellano-net-worth/
 Gabuay, L. (n.d.). 3 main types of poetry. Scribd. https://www.scribd.com/doc/53129100/3-main-types-of-poetr
 GMA Public Affairs. (2017). Born to Be Wild: Doc Nielsen examines a lifeless Oarfish [video]. Accessed May 26, 2024 from
http://www.youtube.com/watch?v=gjx55Idt604
 Imatong, T. (n.d.). 10 Poems written by Filipino writers. Accessed May 29, 2024 from
https://www.scribd.com/document/83895663/10-Poems-That-Written-by-Filipino-Writers
 Pop! Inquirer. (2018). KZ, Gloc-9, IV of Spades win top prizes at 31st Awit Awards. Accessed May 26, 2024 from
https://pop.inquirer.net/64377/kz-gloc-9-iv-of-spades-win-top-prizes-at-31st-awit-awards
 StudySmarter.co. (n.d.). Lyric poetry: Meaning and purpose. Accessed May 29, 2024 from
https://www.studysmarter.co.uk/explanations/english-literature/literary-devices/lyric-poetry/
 The Summit Express. (2014). Sarah Geronimo sings Disney’s ‘The Glow’ [video). Accessed May 26, 2024 from
http://www.thesummitexpress.com/2014/12/sarah-geronimo-sings-disney-the-glow-full-music-video.html
 What are the three types of poetry? Describe each and cite the distinct characteristics. (n.d.). Quora. https://www.quora.com/What-are-
the-three-types-of-poetry-Describe-each-and-cite-the-distinct-characteristics
III. TEACHING AND LEARNING NOTES TO TEACHER
PROCEDURES

A. Activating Prior Knowledge DAY 1- August 4, 2025-Monday

Short Review
WORD BANK: Review the previous lesson by reading the poem excerpt below. As a class, make a Word
Bank of concepts or terms associated with the author’s principles and values as reflected in his poem.
Not yet, Rizal, not yet. the glory hour will come.

Out of the silent dreaming, From the seven-thousandfold silence,

We shall emerge, saying: WE ARE FILIPINOS, And no longer be ashamed.
Sleep not in peace. The dream is not yet fully carved. Hard the wood, but harder the blows. Yet the
molave will stand; Yet the molave monument will rise, and gods walk on brown legs.
-Like the Molave by Rafel Zulueta Da Costa

Guide Questions:
1.To whom do you think is the poem addressed?
2.How does the author express his hope for the future?
3.Why do you think should we “not sleep in peace”?

B. Establishing Lesson Purpose 1. Lesson Purpose Explain that similar to the poem previously
Ask the students to describe what are in the picture and let them name instances, events, or presented, candles and incenses such as the
occasions that call for the use of the presented items. ones presented on the left are lit for people
worthy of being honored or celebrated on
2.Unlocking Content Vocabulary days devoted for them.
PEN IT OUT! Direction: Using the acronym PATRIOT, write down word/words that are
associated with love of country.
P–
A–
T–
R–
I–
O– Establish the relevance of the activity to the
T- previous one by stating that those worthy of
being honored may sometimes also be called
Process Questions: patriots for the love and dedication they exert
1. Name personalities who can be considered as modern-day heroes or patriots. for the country.
2.How can one express love for country?
3.As a student, how are you going to express your patriotism?

C. Developing and Deepening SUB-TOPIC 1: ELEMENTS OF POETRY

Understanding 1.Explicitation
UNSCRAMBLE!: Unscramble the letters to identify the word being described.

1. P T O I N O F I E W V – it is the perspective of the speaker in thepoem.

2. P P R U O S E – the reason why an author writes.
3. Y O E T R P– literary genre that makes authors express themselves and their feelings and
ideas mostly through rhyme and rhythm.
4. Y E L I V E R D – the manner how something is said or performed.
5. H E N G T L – has something to do with how long or how short an object is.

2.Worked Example
BEYOND TUNES: Have the learners listen to “The APL Song” by Black Eyed Peas while
trying to answer the following guide questions:

1. Who is the one speaking in the song? To whom do you think is the speaker addressing the
message of the song?
2. Could the material be finished in one sitting?
3. How was it delivered?
4. Does it prioritize expressing emotions or telling a story?

BEYOND TUNES

Who is the one The singer/writer of

speaking? the song

Could the material be Yes

finished in one
reading?
How was it It was sung
delivered?
Does it prioritize It enables self-
expressing emotions expression.
or telling a story?

BEYOND TUNES

Point of View/Speaker Who is the one speaking? The singer/writer of the song

Length Could the material be finished

in one reading? Yes

Delivery How was it delivered? It was sung

Purpose Does it prioritize expressing

Emotion or telling a story? It enables self-expression.

DAY 2-3 August 5-6, 2025 – Tuesday-Wednesday

3.Lesson Activity
POWER OF THREE
Have the learners study the matrix below derived from the inputs of Gabuay (n.d.).
Afterwards, ask them to use the Venn Diagram to distinguish the different types of poetry
apart from each other. Ask them to answer the guide questions that follow to further for them
to be able to understand the key ideas of the lesson.

POWER OF THREE: TYPES OF POETRY

LYRIC DRAMATIC NARRATIVE
POETRY POETRY POETRY
Point of personal -speaks through first person, as a
View/Speaker -first person the characters’ narrator, and/or
interaction let the characters
speaker could be speak for
a character themselves

Length Short and simple Long and Long and

elaborate elaborate
Delivery Usually sung Recited, spoken, Recited, spoken,
(with chanted, sung chanted, sung
accompaniment of
lyrics)
Purpose for self - tells a story and tells a story
expression connects thru the
-deals with help of emotions
emotion and feelings of
characters

Guide Questions:
1. Point of view tells who is speaking in a poem. Is it important to know the point
of view? Does it influence the flow and how one understands a poem?

2. In earlier times, poetry was used not only to entertain but to deliver a message, tell a story,
share traditions, and more. How does the passing of the poem from one generation to another
affect its length?
3.One type of poetry is called Lyric poetry which means, as the name suggests, poems sung
and accompanied by music, usually with a lyre, back in the days. What do you think is its
impact especially in the modern times?
4.The purpose of the poet defines the type of poetry he would write. What do you think would
be the most effective poetry type in fostering cultural awareness in our present time?

SUB-TOPIC 2: Author’s Purpose in Writing

1.Explicitation
WORD CLOUD Ask the learners to write the words that they can associate with the word
“purpose.” They may write the word “purpose” at the center connected with other words
similar to the one below.
Expected responses:
1. All are singers.
•All are television show hosts.
are athletes.
2. No. They do not share the same audience,
purpose, or field, for (1) some are singers—
Sarah Geronimo is a pop singer; Rachel Ann
Go is a musical singer; and Gloc 9 is a
rapper; (2) some are television hosts—Drew
Arellano hosts AHA, a Philippine
informative show; Jessica Soho hosts KMJS,
a Philippine magazine show; and Dr. Nilsen
Donato hosts Born to be Wild,
a Philippine travel documentary show; and
(3) some athletes—Carlos Yulo is a gymnast;
Hidilyn Diaz is a lifter; and Efren “Bata”
Reyes is a billiard genius.

Lead the learners into realizing that in poetry,

poets, like singers, hosts, and athletes, have
differing audiences, purposes, and styles.

Kindly note that the presented purposes may

or may not overlap with each other,
depending on the context of the poem.

2.Worked Example
Show the learners the sets of pictures, and ask them the following questions below.
1. What do the people in each set have in common?
2.Do they share the same target audience, purpose, or field

Answers:
1. Persuade
2. Inform
3. Entertain

DAY 4 – August 7, 2025 - Thursday

3.Lesson Activity
JUST A PIECE OF PIE!
Ask the learners to use the given clues and unscramble the letters for them to identify authors’
common purposes for writing. Furthermore, provide clarifications to the common purposes of
an author for writing by providing and tackling the following guide questions accordingly
under the identified common purpose.
1.Did the poet want to change your opinion?
2.Did the poet share a story?
3.Did the poet make you laugh?
4.Did the poet give facts?
5.Did the poet teach you something works?
6.Did the poet amuse you?
7.Did the poet try to convince you?

D. Making Generalization Day 5 – August 8, 2025 - Friday

1.Learners’ Takeaways
EXIT CARD
Have the learners accomplish the following generalization activity.
Ask them to summarize what they have learned by completing the exit card.
2. Reflection on Learning
POETRY REVEAL
Ask learners to complete the following statements as part of their reflections about poetry.
I like reading the _____________ type of poetry because ___________________________.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning 1.Formative Assessment 1. Expected Response: Entertain

TEXT EVIDENCE! 2. Expected Response: Persuade
Ask learners to read the following lines from different poems and point out 3. Expected Response: Inform
the word clues that reveal the author’s purpose in writing. Ask them to use
the given graphic organizer.
1.Stars shiver Because space is cold. Here they spin
The silences between them Vast and innumerable.
-Stars (After Pascal) By Ramon C. Sunico

2.Hold high the brow serene,

O youth, where now you stand;
Let the bright sheen
Of your grace be seen,
hope of my fatherland! - To the Philippine Youth by Dr. Jose Rizal

3.Days will pass,

And things will grow old.
Flowers will bloom,
And soon will decay.
But when friendship starts,
All of the year it will remain fresh. -Friendship by Vener Santos

B. Teacher’s Remarks Note Observations on

Problems
any of the following Effective Practices
Encountered
areas:

 The teacher may take note of some

materials used

learner engagement /
interaction
others

 students
What roles did my students play in my
lesson?
What did my students learn? How did they
learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by:

BEVERLY A. TANGPUZ
Subject Teacher

Noted:

MARVELIN L. MENDOZA, EdD

Principal I
NAGSAULAY INTEGRATED NATIONAL HIGH SCHOOL Grade
School 7
Level

Learning
Teacher BEVERLY A. TANGPUZ ENGLISH
Areas
Revised K to 12 Curriculum
Lesson Exemplar August 11-15, 2025- Monday -Friday
700 - 7:50 Athena
Teaching
7:50 – 8:40 Aphrodite Quarter First
Date and Time
10:50 – 11:40 Artemis
Weekly Lesson Plan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

A. Content Standards The learner demonstrates 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.

B. Performance Standards The learners analyze the style, forms 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.

C. Learning Competencies Learning Competency

and Objectives EN7LIT-I-4 Compose literary texts using appropriate structure
1. Supply the purpose and features of lyric, dramatic and narrative poetry.
2. Compose poems by following a model reflecting Filipino love, culture and aspirations and observing the structure elements of poetry.
3. Share point of view about poems- lyric, dramatic and narrative.

D. Content Purpose and Features of Poetry (Dramatic, Lyric and Narrative

E. Integration SDG 5: Achieve gender equality and empower all women and girls.
SDG 1: End poverty in all its forms everywhere.

II. LEARNING RESOURCES

  Armee Antonio. (n.d.). Senakulo Script (English). Scribd. https://www.scribd.com/document/422478945/Senakulo-Script-English

 Castro, S. (n.d.). Sonnet-I-Philippines.pptx. Scribd. https://www.scribd.com/presentation/451184866/Sonnet-I-Philippines-pptx
 My Favorite Song Collection. (2021, December 22). SET YOU FREE /lyrics By: Side A [Video]. YouTube.
 https://www.youtube.com/watch?v=KEupAJOKNSo
 Pera, A. (2017, July 17). Poems. SlideShare. https://www.slideshare.net/angelitopera/poems-77952419
 Polyeastrecords. (2021, October 16). Joey Albert & Pops Fernandez - Points of View (Official Lyric Video) [Video]. YouTube.
 https://www.youtube.com/watch?v=nmw_Jp8lT94
 Regalado, J. (n.d.). Ballad of a Mother’s Heart by Jose la Villa Tierra. Scribd. https://www.scribd.com/doc/154061745/Ballad-of-a-
Mother-sHeart-by-Jose-la-Villa-Tierra
III. TEACHING AND LEARNING NOTES TO TEACHER
PROCEDURES

A. Activating Prior Knowledge DAY 1- August 11, 2025-Monday

Review! Text Evidence

Direction: Read the following lines from different poems and point out the word clues that reveal the author’s purpose
in writing. Ask them to use the given graphic organizer.

1. Stars shiver Because space is cold. Here they spin

The silences between them Vast and innumerable.
-Stars (After Pascal) By Ramon C. Sunico

1. Hold high the brow serene,

youth, where now you stand;
Let the bright sheen
Of your grace be seen,
hope of my fatherland! - To the Philippine Youth by Dr. Jose Rizal

2. Days will pass,

And things will grow old.
Flowers will bloom,
And soon will decay.
But when friendship starts,
All of the year it will remain fresh. -Friendship by Vener Santos

B. Establishing Lesson Purpose 1. Lesson Purpose

 Let the class watch the video and ask them to write down significant information
shown.
 Video Link: https://www.youtube.com/watch?v=nXvJsarLxQc

Questions:
 What is lyric poetry? How does it differ to narrative and dramatic poetry?

Sing and Pick!

 Directions: Allow the students to sing the song and write down some significant lines
which you can relate to.
 https://www.youtube.com/watch?v=nmw_Jp8lT94

2. Unlocking Content Vocabulary

 Look AT ME
 Directions: Allow the students to read the sample poem below and pay attention to
how the poem is formed and structured.

Proem
Jose Garcia Villa
The meaning of a poem is not a meaning of words.
The meaning of a poem is a symbol like breathlessness of birds.
A poem cannot be repeated in paraphrase.
A poem is not thought but grace.
A poem has no meaning but loveliness.
A poem has no purpose than to caress.
Questions:
1. What words rhyme?
2. How many lines does the poem have?
3. What lines are similarly structured.
4.What is the purpose of the writer? Give your reason/s.
5. Do you think it has musicality? Why?
6. What does the poem want to convey?
7. How do you describe your friend? How would you take care and value your
friendship?

C. Developing and Deepening DAY 2-3 – August 12-13, 2025 – Tuesday and Wednesday Answer:
Understanding  Poem no. 1 is considered lyric
1.Explicitation – Group Task poetry because it is the expression of
 SPOT THE DIFFERENCE man’s thoughts andfeelings and is
 Directions: Ask students to have a walk through the examples of poem given, fill out intended to be sung.
the chart to show if the structure elements are present.  Poem 2 is a good piece to be acted
on stage so it is considered as
POEM 1: dramatic poetry
SONNET I  Poem 3 is a narrative because it tells
Jose Garcia Villa a story,
First, a poem must be magical,
Then musical as a seagull.
It must be a brightness moving
And hold secret a bird’s flowering
It must be slender as a bell,
And it must hold fire as well.
It must have the wisdom of bows
And it must kneel like a rose.
It must be able to hear
The luminance of dove and deer.
It must be able to hide
What it seeks, like a bride.
And over all I would like to hover
God, smiling from the poem’s cover.

POEM 2:
Senakulo (Excerpt)
Jesus had cried again with a loud voice, yielded up the ghost
And, behold, the veil of the temple was rent in twain from the top to the bottom;
and the earth did quake, and the rocks rent;
And the graves were opened;
and many bodies of the saints which slept arose,
And came out of the graves after his resurrection,
and went into the holy city, and appeared unto many.

POEM 3:
Ballad of a Mother's Heart
Jose La Villa Tierra

The night was dark, for the moon was young

And the stars were asleep and rare;
The clouds were thick, yet Youth went out
To see his Maiden fair.
"Dear One," he pleaded as he knelt
Before her feet, in tears,
"My love is true; why have you kept
Me waiting all these years?"
The maiden looked at him unmoved,
It seemed, and whispered low:
"Persistent Youth, you have to prove
By deeds your love is true."
"There's not a thing I would not do
For you, Beloved," said he.
"Then go," said she, "to your mother dear
And bring her heart to me."
2. Worked Example
 Lyric poetry refers to a short poem, often with songlike qualities, that expresses the
speaker’s personal emotions and feelings. Historically intended to be sung and
accompany musical instrumentation, lyrics now describe a broad category of non-
narrative poetry, including elegies, odes, and sonnets.
 Narrative poem is the oldest form of poetry, and one of the oldest forms of literature.
It is used to tell a story. The poet combines elements of storytelling— like plot,
setting, and characters—with elements of poetry, such as form, meter, rhyme, and
poetic devices.
 Dramatic Poetry is a form of poetry that is written in verse and meant to be recited
in public or acted out. Dramatic poetry is often in the form of long speeches either to
another actor, the audience, or oneself by musing aloud.

Structure Elements
 Conflict, character vs. character, characterization, plot, linear and flashback, rhyme
and meter, diction, tone and mood, style, patterns and motif, figures of speech and
devices, point of view and narrative techniques and organic unity. The poems may
include values, attitudes, beliefs, traits and culture. Poems are also the expressions of
feelings, thoughts, attitudes and aspirations in life.
3.Lesson Activity
 Read the following poem and answer the questions that follow:

The highway dust is on my face,
I long for rest, for home, for grace.
My boots are worn, my heart is sore,
I wonder if I'll see them anymore. Key to corrections:
Questions: 1. Yes, the poem describes a character's
1. Does the poem tell a story about a character's journey? feelings during a journey, mentioning worn
2. Does it have elements like plot, setting, and characters? boots, longing for home, and uncertainty
3. Based on the clues, what type of poem is this most likely to be? about the future.
2. It hints at a plot (the journey) and mentions
a character's internal struggle.
3. This poem is most likely a narrative poem.
It uses elements of storytelling to convey the
speaker's emotions during a journey

D. Making Generalization Day 4 – August 14, 2025 - Thursday

1.Learners’ Takeaways
Complete Me
 Ask students to complete the lines with the appropriate words that rhyme to form
complete the poem.

Lovely birds are ________

Swaying, dancing and ______
In their mouths are words of praise
For heaven’s abundant ________.
Flowers are _________
Praying to God.
Praising for all the ________
Nature has given.

2. Reflection on Learning
Directions: Ask learners to complete the following statements as part of their
reflections about poetry.

 I have learned that poetry is _____________________________________________.

 Writing poem include the different structure elements such as

____________________________________________________________________
______.
 Lyric poetry is ___________________________________, Dramatic poetry pertains
to ______________________________, while Narrative poetry focuses on
______________.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning Day 5 – August 15, 2025

Formative Assessment
 Write My Poem
 Directions: Ask learners to compose a poem for their mothers or
anyone in the family whom they want to share it with. Ask them to
apply the structure elements learned.

Rubrics

B. Teacher’s Remarks Note Observations on

Problems
any of the following Effective Practices
Encountered
areas:

strategies explored  The teacher may take note of some

observations related to the effective
practices and problems encountered
after utilizing the different strategies,
materials used, learner engagement
and other related stuff.
 Teachers may also suggest ways to
improve the different activities
explored/lesson exemplar
materials used

learner engagement /
interaction

others

 students
What roles did my students play in my
lesson?
What did my students learn? How did they
learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?
Prepared by:

BEVERLY A. TANGPUZ
Subject Teacher

Noted:

MARVELIN L. MENDOZA, EdD

Principal I

NAGSAULAY INTEGRATED NATIONAL HIGH SCHOOL Grade

School 7
Level

Learning
Teacher BEVERLY A. TANGPUZ ENGLISH
Areas
Revised K to 12 Curriculum
Lesson Exemplar Teaching August 26-27, 2025 – Tuesday-Wednesday Quarter SECOND
700 - 7:50 Athena
7:50 – 8:40 Aphrodite
Date and Time
10:50 – 11:40 Artemis
Weekly Lesson Plan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

A. Content Standards The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (prose) for clarity of meaning,
purpose, and target audience as a foundation for publishing original literary texts that reflect local and national identity.

B. Performance Standards The learners analyze the style, form, and features of Philippine prose (short story and novel); evaluate prose for clarity of meaning, purpose,
and target audience; and compose and publish an original multimodal literary text (short story) that represents their meaning, purpose, and
target audience and reflects their local and national identity.

C. Learning Competencies Learning Competency

and Objectives  Analyze literary texts as expressions of individual or communal values within a structural context.

D. Content My Father Goes to Court by Carlos S. Bulosan

 Structural context in reading
 Plot, Character and Characterization

E. Integration Filipino Family values

Source/Pursuit of happiness

II. LEARNING RESOURCES

  5 Important Elements of a Short Story. (2004, March 22). Retrieved from https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html
 Defining Characterization. (2004). ReadWriteThink. Retrieved from
https://www.readwritethink.org/sites/default/files/resources/lesson_images/lesson800/Characterization.pdf

 Glatch, S. (2023, July 9). What is the plot of a story? Retrieved from https://writers.com/what-is-the-plot-of-a-story
 Hamilton, S. (2007). Essential literary terms: A brief Norton guide with exercises. W. W. Norton & Company, Inc., and Peoples
Education, USA.
 Sebastian, E., et al. (2016). An easy journey to literature. Mindshapers Co., INC.
 Shaffer, C. (2000). The principles of literature: A guide for readers and writers. Barron’s Educational Series, Inc.\
 Teaching Characterization with Short Stories. (2023). Chomping at the Lit. Retrieved from
https://www.chompingatthelit.com/teaching-characterization-short-stories/
III. TEACHING AND LEARNING NOTES TO TEACHER
PROCEDURES

A. Activating Prior Knowledge DAY 1- August 26, 2025 - Tuesday

1. Short Review
The teacher reviews students’ knowledge of literature through the Literature Semantic Web Activity. The
teacher asks the students to go to the board, one at a time, and write any word or phrase they think is
related to the word literature. After which, the teacher asks the students to define literature based on the
words/phrases associated. The teacher then leads the review to the division of literature: fictive and non-
fictive/prose and poetry. The teacher tells the class that for this quarter, the lessons focus on prose,
particularly short stories

LITERATURE

2. Feedback (Optional)
The teacher should encourage the students to share/express ideas and process their responses. This review
activity allows the students to rekindle their appreciation for literature and its different types and develop
ideas as to why it is necessary to study literature.

B. Establishing Lesson Purpose 1.Lesson Purpose The teacher may opt to present the questions
The teacher asks the students to watch the video clips with the links below: before the playing of the videos to make the
 https://www.youtube.com/shorts/9WfloWQecRg activity purposive. The teacher may also use
 https://www.youtube.com/watch?v=id5jfuZZrkk other relevant video clips. Additional
 https://www.youtube.com/watch?v=ke2JSR8OhAk quotes/lines may also be added. This activity
 https://www.youtube.com/shorts/htEs3lwOa8s should allow students to express themselves.
 Hence, the teacher should welcome possible
After watching the videos, the teacher asks the following questions to the students: varied responses from the students and be
 What did you feel while and after watching the videos? able to process them effectively. The teacher
 What can you say about feeling happy? What good does it do to someone? Is feeling may also ask the students to provide the
happy restricted to a specific age, gender, or race? Why do you say so? difference between joy and happiness. S/he
 Do you then believe in the following lines? Why or why not? also explains the lesson’s purpose to the
students so that they can sense the flow of the
discussion and appreciate all the learning
activities.

2.Unlocking Content Area Vocabulary

Think-Pair-Share Activity: Speak up your mind!

Instructions: With your pair, share your thoughts on the following questions:
1.Why do you think is the story titled ‘My Father Goes to Court?
2.What could be the relevance of those videos and quotes presented in the previous activity?

C. Developing and Deepening

Understanding DAY 2 – August 27, 2025 - Wednesday

1. Explicitation
 First Reading of the Text: The Active Reader in Me!
 In this activity, the students read the short story My Father Goes to Court by Carlos
S. Bulosan individually and silently. To save time, this should be given as a reading
assignment.

 Second Reading of the Text: Popcorn Reading (Group activity)

 Instructions: After reading the story, the students will be asked by the teacher to
answer the comprehension questions through The Road Map worksheet.
2.Worked Example

Let’s hear from you!

 Instructions: Answer the following questions and engage in a short dialogue with a
small group.
 After the interactive discussions, the teacher asks the students to answer the Short
story Checklist. The checklist contains simple statements on some of the literary
elements of a short story. Then, the class zeroes in on the significance of each part
that makes short stories.

The teacher should allow the students to

express themselves. The teacher may give
follow-up questions like,
 ‘What can you say about the
author’s style in writing the story?
 How did you empathize with the
characters?
 How did the events reveal the theme
Points for Discussion of the story?”, and then eventually
 Short story falls under the first general category of literature – fiction lead the discussion towards the
 Short stories are characterized by a limited number of characters, a restricted setting, importance of the structure of a
and a narrow range of action. Hence, it can be read in a single sitting. short story.
 Short stories share common elements as work of fiction: Plot, Setting, Character,
Characterization, Conflict, Point of View (POV) and other narrative techniques. This would be an offshoot towards reading
 To analyze a literary text in structural contexts, one looks into the elements found in and [re]evaluating texts in a structural
the text itself. context. Emphasize how a short story is
 To analyze a story, the structuralist focuses on literary elements that make up a short different from other types of fiction. The
story rather than the facts about the author’s life or the historical milieu in which it teacher may have additional sources to be
was written. able to provide rich details on the literary
 It must be pointed out that though each part may be identified individually, these elements of a short story:
literary elements are joined together to unify the writing and to produce a blend that is character/characterization, plot, conflict,
unique to that short story or any literary piece (Shaffer, C. 2000). point of view, and narrative techniques. As
. the students fully grasp the major tools for
3.Lesson Activity short story writing, the teacher should be able
 As the students fully grasp the characteristics and qualifications of a short story, they to discuss that being able to identify these
are now prepared to accomplish the next activity through the corresponding literary elements will help the readers
worksheet, exploring further how the literary elements are implemented in the short understand the underlying-. intention of the
story and how these reveal the intended message of the text. author and connect to life itself.

Build-It-Up
2. Instructions: Please see the worksheet task Build-It-Up. Based on your understanding
of the text through the literary elements, fill in the bricks with the needed information
to build up the house.
D. Making Generalization  The lesson will be continued on
Monday. September 1, 2025.

 AUGUST 28-29, 2025

 SCHOOL INTRAMURALS

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning

B. Teacher’s Remarks Note Observations on

Problems
any of the following Effective Practices
Encountered
areas:

 The teacher may take note of some

materials used

learner engagement /
interaction
others

 students
What roles did my students play in my
lesson?
What did my students learn? How did they
learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by:

BEVERLY A. TANGPUZ
Subject Teacher

Noted:

MARVELIN L. MENDOZA, EdD

Principal I
NAGSAULAY INTEGRATED NATIONAL HIGH SCHOOL Grade
School 7
Level

Learning
Teacher BEVERLY A. TANGPUZ ENGLISH
Areas
Revised K to 12 Curriculum
Lesson Exemplar September 1 -5, 2025 – Monday-Wednesday
700 - 7:50 Athena
Teaching
7:50 – 8:40 Aphrodite Quarter SECOND
Date and Time
10:50 – 11:40 Artemis
Weekly Lesson Plan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

C. Learning Competencies Learning Competency

and Objectives  Analyze literary texts as expressions of individual or communal values within a structural context.

Learning Objectives
1. Define elements of prose pertaining to characters and plot.
2. Demonstrate factual understanding and appreciation of the details of the assigned reading.
3. Classify assigned reading for its literary genre characteristics.
4. Derive the intended message of the assigned reading based on its selected literary genre elements.
5. Identify the different terms pertaining to the parts of a plot.
6. Break down a text into its corresponding plot parts.
7. Describe and differentiate characters in the assigned text using various characterization techniques as bases.

D. Content My Father Goes to Court by Carlos S. Bulosan

 Structural context in reading
 Plot, Character and Characterization

E. Integration Filipino Family values

Source/Pursuit of happiness

II. LEARNING RESOURCES

III. TEACHING AND LEARNING NOTES TO TEACHER

PROCEDURES

A. Activating Prior Knowledge DAY 1- September 1, 2025 - Monday

3. Short Review
The teacher reviews students’ knowledge of literature through the Literature Semantic Web Activity. The
teacher asks the students to go to the board, one at a time, and write any word or phrase they think is
related to the word literature. After which, the teacher asks the students to define literature based on the
words/phrases associated. The teacher then leads the review to the division of literature: fictive and non-
fictive/prose and poetry. The teacher tells the class that for this quarter, the lessons focus on prose,
particularly short stories

LITERA
TURE

4. Feedback (Optional)
The teacher should encourage the students to share/express ideas and process their responses. This review
activity allows the students to rekindle their appreciation for literature and its different types and develop
ideas as to why it is necessary to study literature.

2.Unlocking Content Area Vocabulary

Let’s match!
Instructions: Match the words in column A with their corresponding meanings in column B. After unlocking difficulties, the teacher
Draw a line to connect each pair. introduces the short story, My Father Goes to
Court, by Carlos S. Bulosan. A brief
background of the author may also be
A B presented.
1. gavel a. a distinctive, pervasive, and usually pleasant
2. character smell
3. aroma b. a small mallet with which an auctioneer, a
judge, or the chair of a meeting hits a surface to call Answer Key:
4. condemn
5. denouement for attention or order
1. B
6. savor 2. E
c. the final part of a narrative in which the strands 3. A
6. savor 4. J
of the plot are drawn together and matters are
7.anemic 5. C
explained or resolved 6. I
8. plot
e. a person, or sometimes an animal, takes part in 7. K
9. judge
the action of a short story or other literary work 8. J
10. contagious 9. H
f. an emotion, feeling, or attitude) likely to spread
to and affect others 10. F
g. the arrangement of the incidents or actions in a
story

h. a public official appointed to decide cases in a court of law

i. taste (good food or drink) and enjoy it completely
j. to say in a strong and definite way that someone or something is
Think-Pair-Share Activity: Speak up your mind!
Instructions: With your pair, share your thoughts on the following questions:
1.Why do you think is the story titled ‘My Father Goes to Court?
2.What could be the relevance of those videos and quotes presented in the previous activity?

https://www.youtube.com/watch?
v=PatLAGfexrY

https://www.youtube.com/watch?
v=zTCw5gPAZDs

The teacher may give the reading assignment

to the class to be set for the next session.

C. Developing and Deepening

Understanding DAY 2 – September 2, 2025 - Tuesday
https://www.youtube.com/watch?
3. Explicitation v=PatLAGfexrY
 First Reading of the Text: The Active Reader in Me!
 In this activity, the students read the short story My Father Goes to Court by Carlos
S. Bulosan individually and silently. To save time, this should be given as a reading
assignment.
https://www.youtube.com/watch?
 Second Reading of the Text: Popcorn Reading (Group activity) v=zTCw5gPAZDs
 Instructions: After reading the story, the students will be asked by the teacher to
answer the comprehension questions through The Road Map worksheet.
2.Worked Example

Let’s hear from you!

 Instructions: Answer the following questions and engage in a short dialogue with a
small group.

What elements of a short

What did you like most story did the author
from the story? consider or use? Was the
author successful in giving
What can you say
the intended message of
about the characters in the story? Why or why
the story? not?
 After the interactive discussions, the teacher asks the students to answer the Short
story Checklist. The checklist contains simple statements on some of the literary
elements of a short story. Then, the class zeroes in on the significance of each part
that makes short stories.

Points for Discussion

 Short story falls under the first general category of literature – fiction
 Short stories are characterized by a limited number of characters, a restricted setting,
and a narrow range of action. Hence, it can be read in a single sitting.
 Short stories share common elements as work of fiction: Plot, Setting, Character,
Characterization, Conflict, Point of View (POV) and other narrative techniques.
 To analyze a literary text in structural contexts, one looks into the elements found in
the text itself.
 To analyze a story, the structuralist focuses on literary elements that make up a short
story rather than the facts about the author’s life or the historical milieu in which it
was written.
 It must be pointed out that though each part may be identified individually, these
literary elements are joined together to unify the writing and to produce a blend that is
unique to that short story or any literary piece (Shaffer, C. 2000).
.
3.Lesson Activity
 As the students fully grasp the characteristics and qualifications of a short story, they
are now prepared to accomplish the next activity through the corresponding
worksheet, exploring further how the literary elements are implemented in the short
story and how these reveal the intended message of the text.

Build-It-Up
4. Instructions: Please see the worksheet task Build-It-Up. Based on your understanding
of the text through the literary elements, fill in the bricks with the needed information
to build up the house.

The teacher should allow the students to

express themselves. The teacher may give
follow-up questions like,
 ‘What can you say about the
author’s style in writing the story?
 How did you empathize with the
characters?
 How did the events reveal the theme
of the story?”, and then eventually
lead the discussion towards the
importance of the structure of a
short story.

This would be an offshoot towards reading

and [re]evaluating texts in a structural
context. Emphasize how a short story is
different from other types of fiction. The
teacher may have additional sources to be
SUB-TOPIC 2 (Day 3): September 3, 2025 - Wednesday
able to provide rich details on the literary
1. Explicitation
elements of a short story:
 The teacher facilitates the picture-cued retelling of the story.
character/characterization, plot, conflict,
point of view, and narrative techniques. As
Picture Weave
the students fully grasp the major tools for
short story writing, the teacher should be able
 Instructions: The class will be divided into 4 groups. Review the series of events in
to discuss that being able to identify these
the story with your groupmates. Each member should actively engage in the
literary elements will help the readers
spontaneous re-telling of the story. Each group is given 3 minutes to share.
understand the underlying-.intention of the
author and connect to life itself.
The teacher may provide additional questions
to reveal students’ understanding of the text,
including critical thinking questions that
Worked Example elicit their higher-level reasoning as they
 After the activity, the teacher asks the following questions: relate them to real-life context. The teacher
may also ask the students to pair up to engage
•How did you make use of the pictures to retell the story? in meaningful discussions.
•Which part of the story did you introduce the characters? Nevertheless, if s/he feels that the
•How important is the sequence of events in narrating the story and being able to relay the instructional time is insufficient for the class
intended message of the writer? to perform all the learning tasks, s/he may let
the students work on the Worksheet activities
Points for Discussion at home as assignments.
•The plot is the arrangement or structure of the events or actions in a story. The number of groups may vary depending
•The plot shows every detail that the characters in the story experience. on the class size. The teacher may also add
•It is said to be the skeleton of the story. more relevant photos and processing
questions. The teacher may also do “Paint-
Word Hunt! Me-A-Picture” Game as an alternative
 The teacher distributes the worksheets or may flash the puzzle on the TV screen. activity in which students will be asked to
He/she presents the definitions of each part of the plot and asks the students to loop or collaborate with their groupmates to portray
write down the correct part of the plot (Please see corresponding worksheet). particular scenes of the story asked by the
teacher who serves as the host. The “Paint-
Me-A-Picture Game mechanics may be
adapted by the teacher.

The teacher may write students’ responses on

the board. Students may mention outlining
the sequence of events or plot structure so
that they can use the appropriate photo as
they tell the story. Then, the teacher drives
the students back to the definition of short
stories and highlights the importance of Plot
structure as one of the literary elements of a
short story.
After accomplishing the worksheet, the
teacher further processes the answers. The
teacher may present the linear plot and
introduce Freytag’s Pyramid, emphasizing
the inciting incident or the complication part
of the plot, which follows directly after the
exposition; it is where the major conflict is
revealed.

Points for Discussion:

•Plot Structure

D. Making Generalization Day 4 – September 4, 2025 - Thursday

 After the discussions on the story’s plot structure, the teacher must emphasize how
these literary elements are arranged and work together for unity to achieve a unified
story and finally bring out the theme.

Let’s Map the Story

Understanding Character/Characterization
After processing students’ responses on the previous activity, the teacher further asks the
following question:
 Which part of the plot introduces the setting, characters, and other basics that are to
be known by the readers?
 Who are the people in the story?
 How do dialogue (what he or she says) and action (what he or she does) reveal a
character’s personality traits?
 How do the events of the story reveal the traits of the characters? The teacher may use an additional character
analysis chart or diagram. Through the given
Points for Discussion: activities, the students must now have a clear
 A character is a person, or sometimes even an animal, who takes part in the action of understanding of these literary elements and
a short story or other literary work. how they are essential in coming up with a
 The character/s is/are introduced in the exposition part of the plot. unified whole of the text.
 The series of events or the plot of the story shows every detail that the characters
experience, which reveals the character’s traits and development.
 Although the character is the product of the writer’s imagination, the character
represents a real person.

Types of Characters:
-Protagonist
 The main/leading character of the story who makes key decisions that affect the plot
of the story.

Antagonist
 The character who opposes or conflicts with the main character.

Dynamic/Round Character
 They are the characters in the story who change, accept changes, act, and view the
changes as part of their role as human beings. They are often known as the
hero/heroine. Since they undergo changes, they possess dynamic traits, and the
changes they face depend on the situation.
-
Flat/Static Characters
 They are the characters that do not change. They remain static or stagnant throughout
the story. As the story begins, the flat characters are static and stay as they are until
the end of the story. They help bring out the best in the main characters or the
protagonist.
-
Stock or stereotype character
 Flat characters may either be stock or stereotype characters.

The teacher may give additional inputs on the different types of characters. Then, the teacher
proceeds to ask the following questions:

Who among the characters in the story did you empathize with the most? Explain
your answer.
Would you agree that we all have characters we love and hate? How does the writer
evoke certain feelings of love and/or hate to the characters of a story?
How is it possible?

More Points for Discussion:

• Characterization is the process by which the writer reveals the personality of a character

• Types of Characterization:
Direct characterization: The author explicitly tells the readers what they want us to
know about the character by clearly stating details about him/her.
Indirect characterization: the author shows who the character is through their
speech, thoughts, motivations, actions, and interactions with others.

Day 5 – September 5, 2025 - Friday

1. Learners’ Takeaways
If you were invited to a TedTalk to speak to Filipino families, what takeaways from
the story read would you share with your audience? What call of action would you
challenge them to do?
____________________________________________________________________________
___________________________________________________________________________
2. Reflection on Learning
Metacognition Activity

Answer the following questions succinctly.

1. List down significant things that you learned from the lessons and activities you have
engaged in.
2. How would these learnings contribute towards you becoming a better version of yourself: as
a daughter/son, as a friend, as a student, as an individual, and as a human being?
3. Are there concepts that you need to unlearn? Explain your answer.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning
1.Formative Assessment
Identification
Instructions: Identify what is referred to by the following statements. Write
your answers in the space provided.
_________1. This literary element refers to the arrangement of the events or
actions in the story
_________2. It is the where and the when of the story.
_________3. The main idea of a story.
_________4. This part of the story introduces the setting, characters, and
other
basics that are to be known by the readers.
_________5. It refers to the ending of the story where the loose ends are
tied up.
_________6. This part of the story is sometimes called the inciting incident,
which begins the major conflict.
_________7. This is the greatest tension or the turning point of the story.
_________8. A type of characterization in which the author shows who the
character is through their speech, thoughts, motivations, actions, and
interactions with others.
_________9. A type of character that develops and changes during the
events in the story.
_________10. This type of character is referred to as one who conflicts
with the main character.

True or False
Instructions: Read the following statements from the text. Write T if the
statement is True and F if otherwise.
_________1. The story begins in the small town of Luzon.
_________2. The rich family usually stood by the poor man’s house to
smell the delicious food.
_________3. The farmer’s/poor man’s family paid the judge for them to
win the case.
_________4. The rich man condemned the poor man’s family for stealing t
spirit’ of their wealth.
_________5. The judge favored the accusation of the rich man.

B. Teacher’s Remarks Note Observations on

Problems
any of the following Effective Practices
Encountered
areas:

 The teacher may take note of some

observations related to the effective
strategies explored practices and problems encountered
after utilizing the different strategies,
materials used, learner engagement
and other related stuff.
 Teachers may also suggest ways to
improve the different activities
materials used
explored/lesson exemplar

learner engagement /
interaction

others

 students
What roles did my students play in my
lesson?
What did my students learn? How did they
learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?
Prepared by:

BEVERLY A. TANGPUZ
Subject Teacher

Noted:

MARVELIN L. MENDOZA, EdD

Principal I

NAGSAULAY INTEGRATED NATIONAL HIGH SCHOOL Grade

School 7
Level

Learning
Teacher BEVERLY A. TANGPUZ ENGLISH
Areas
Revised K to 12 Curriculum
Lesson Exemplar September 8-12, 2025 – Monday-Friday
700 - 7:50 Athena
Teaching
7:50 – 8:40 Aphrodite Quarter SECOND
Date and Time
10:50 – 11:40 Artemis
Weekly Lesson Plan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

C. Learning Competencies Learning Competency

and Objectives  Analyze literary texts as expressions of individual or communal values within a structural context.

Learning Objectives
1. Demonstrate factual understanding and appreciation of the details of the assigned reading.
2. Classify assigned reading for its literary genre characteristics.
3. Derive the intended message of the assigned reading based on its selected literary genre elements.
4. Break down a text into its corresponding plot parts.
5. 7. Describe and differentiate characters in the assigned text using various characterization techniques as bases.

D. Content My Father Goes to Court by Carlos S. Bulosan

 Structural context in reading
 Plot, Character and Characterization

E. Integration Filipino Family values

Source/Pursuit of happiness

II. LEARNING RESOURCES

III. TEACHING AND LEARNING NOTES TO TEACHER

PROCEDURES

A. Activating Prior Knowledge DAY 1- September 8, 2025 - Monday

1. Short Review
Direction: Read the questions carefully then answer the following questions.

B. Establishing Lesson Purpose Answer the Short story Checklist. The checklist contains simple statements on some
of the literary elements of a short story. Then, the class zeroes in on the significance
of each part that makes short stories.
.
Points for Discussion
 Short story falls under the first general category of literature – fiction
 Short stories are characterized by a limited number of characters, a restricted setting,
and a narrow range of action. Hence, it can be read in a single sitting.
 Short stories share common elements as work of fiction: Plot, Setting, Character,
Characterization, Conflict, Point of View (POV) and other narrative techniques.
 To analyze a literary text in structural contexts, one looks into the elements found in
the text itself.
 To analyze a story, the structuralist focuses on literary elements that make up a short
story rather than the facts about the author’s life or the historical milieu in which it
was written.
 It must be pointed out that though each part may be identified individually, these
literary elements are joined together to unify the writing and to produce a blend that is
unique to that short story or any literary piece (Shaffer, C. 2000).

C. Developing and Deepening 1. Explicitation

Understanding  The teacher facilitates the picture-cued retelling of the story.

Picture Weave

 Instructions: The class will be divided into 4 groups. Review the series of events in
the story with your groupmates. Each member should actively engage in the
spontaneous re-telling of the story. Each group is given 5 minutes to share.
Worked Example
 After the activity, the teacher asks the following questions:

•How did you make use of the pictures to retell the story?
•Which part of the story did you introduce the characters?
•How important is the sequence of events in narrating the story and being able to relay the
intended message of the writer?

SUB-TOPIC 2 (Day 2): September 9, 2025 - Tuesday

Points for Discussion

•The plot is the arrangement or structure of the events or actions in a story.
•The plot shows every detail that the characters in the story experience.
•It is said to be the skeleton of the story.

Word Hunt! – Group Task

 The teacher distributes the worksheets or may flash the puzzle on the TV screen. The teacher should allow the students to
He/she presents the definitions of each part of the plot and asks the students to loop or express themselves. The teacher may give
write down the correct part of the plot (Please see corresponding worksheet). follow-up questions like,
 ‘What can you say about the
author’s style in writing the story?
 How did you empathize with the
characters?
 How did the events reveal the theme
of the story?”, and then eventually
lead the discussion towards the
importance of the structure of a
short story.

This would be an offshoot towards reading

and [re]evaluating texts in a structural
context. Emphasize how a short story is
different from other types of fiction. The
teacher may have additional sources to be
able to provide rich details on the literary
elements of a short story:
character/characterization, plot, conflict,
point of view, and narrative techniques. As
the students fully grasp the major tools for
short story writing, the teacher should be able
to discuss that being able to identify these
literary elements will help the readers
understand the underlying-.intention of the
author and connect to life itself.

Points for Discussion:

•Plot Structure

D. Making Generalization Day 3 – September 10, 2025 - Wednesday

Let’s Map the Story

 The teacher asks the students to complete the worksheet activity. They will explore
further the literary elements of the plot used in the text My Father Goes to Court by
filling out the worksheet provided.
Understanding Character/Characterization
After processing students’ responses on the previous activity, the teacher further asks the
following question:
 Which part of the plot introduces the setting, characters, and other basics that are to
be known by the readers?
 Who are the people in the story?
 How do dialogue (what he or she says) and action (what he or she does) reveal a
character’s personality traits?
 How do the events of the story reveal the traits of the characters?

Points for Discussion: The teacher may use an additional character

 A character is a person, or sometimes even an animal, who takes part in the action of analysis chart or diagram. Through the given
a short story or other literary work. activities, the students must now have a clear
 The character/s is/are introduced in the exposition part of the plot. understanding of these literary elements and
 The series of events or the plot of the story shows every detail that the characters how they are essential in coming up with a
experience, which reveals the character’s traits and development. unified whole of the text.
 Although the character is the product of the writer’s imagination, the character
represents a real person.

Types of Characters:
-Protagonist
 The main/leading character of the story who makes key decisions that affect the plot
of the story.

Antagonist
 The character who opposes or conflicts with the main character.

The teacher may give additional inputs on the different types of characters. Then, the teacher
proceeds to ask the following questions:

More Points for Discussion:

• Characterization is the process by which the writer reveals the personality of a character

Day 4 – September 11, 2025 - Thursday

2. Learners’ Takeaways
If you were invited to a TedTalk to speak to Filipino families, what takeaways from
the story read would you share with your audience? What call of action would you
challenge them to do?
____________________________________________________________________________
___________________________________________________________________________
3. Reflection on Learning
Metacognition Activity

Answer the following questions succinctly.

 List down significant things that you learned from the lessons and activities you have
engaged in.
 How would these learnings contribute towards you becoming a better version of
yourself: as a daughter/son, as a friend, as a student, as an individual, and as a human
being?
 3. Are there concepts that you need to unlearn? Explain your answer.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning Day 5 – September 12, 2025 - Friday

1.Formative Assessment
Identification
Instructions: Identify what is referred to by the following statements. Write
your answers in the space provided.
_________1. This literary element refers to the arrangement of the events or
actions in the story
_________2. It is the where and the when of the story.
_________3. The main idea of a story.
_________4. This part of the story introduces the setting, characters, and
other
basics that are to be known by the readers.
_________5. It refers to the ending of the story where the loose ends are
tied up.
_________6. This part of the story is sometimes called the inciting incident,
which begins the major conflict.
_________7. This is the greatest tension or the turning point of the story.
_________8. A type of characterization in which the author shows who the
character is through their speech, thoughts, motivations, actions, and
interactions with others.
_________9. A type of character that develops and changes during the
events in the story.
_________10. This type of character is referred to as one who conflicts
with the main character.

 The teacher may take note of some

observations related to the effective
strategies explored practices and problems encountered after
utilizing the different strategies,
materials used, learner engagement and
other related stuff.
 Teachers may also suggest ways to
materials used improve the different activities
explored/lesson exemplar

learner engagement /
interaction

Others

 students
What roles did my students play in my
lesson?
What did my students learn? How did they
learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by:

BEVERLY A. TANGPUZ
Subject Teacher

Noted:
MARVELIN L. MENDOZA, EdD
Principal I

NAGSAULAY INTEGRATED NATIONAL HIGH SCHOOL Grade

School 7
Level

Learning
Teacher BEVERLY A. TANGPUZ ENGLISH
Areas
Revised K to 12 Curriculum
Lesson Exemplar September 15-19, 2025 – Monday-Friday
Teaching 700 - 7:50 Athena
Quarter SECOND
Date and Time 7:50 – 8:40 Aphrodite
Weekly Lesson Plan 10:50 – 11:40 Artemis

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

C. Learning Competencies Learning Competency

and Objectives  Analyze literary texts as expressions of individual or communal values within a structural context.

Learning Objectives:

1. Define the literary elements of conflict and point of view (POV);

2. Determine the different types of conflict in the assigned text for reading;
3. Illustrate the different types of conflict provided in the assigned text for reading;
4. distinguish the different POVs of narration;
5. demonstrate factual and inferential understanding of the contents and sequence of events in the assigned reading text.

D. Content
 How My Brother Leon Brought Home a Wife by Manuel E. Arguilla
 Types of Conflict
 Point of View in Narration (Story)

E. Integration Philippine lowland tradition and family custom of courtship/marriage

II. LEARNING RESOURCES

  Abrams, M. H., & Harpham, G. G. (2012). A glossary of literary terms (10th edition). Wadsworth, Cengage Learning.

 Croghan, R. V. (2000). The development of Philippine literature in English (Since 1900). Alemar-Phoenix Publishing House, Inc.
 Hamilton, S. (2007). Essential literary terms: A brief Norton guide with exercises. USA: W. W. Norton & Company, Inc., and Peoples
Education.
 Piañar, R. (2020). Pan De Miya: Collection of microstories. USJR.

III. TEACHING AND LEARNING NOTES TO TEACHER

PROCEDURES

A. Activating Prior Knowledge DAY 1- September 15, 2025 - Monday

Short Review

Connect and Narrate!

As a form of review, the class can do this short activity called Connect and Narrate! This activity requires the
participation of all the students. The teacher tells the students that the class will create a short story in which everyone
is a storyteller. The teacher begins the scene, and the student in front follows, then the next students, until the last
student at the back. The goal is to create a cohesive story, keeping the former scenes in mind. The students then apply
their knowledge of characterization and plot elements.

Scene 1: There is a man who lives in a barrio together with his dog named Potpot.
Scene 2: Student 1
Scene 3: Student 2
Scene nth: until the last student at the back.

B. Establishing Lesson Purpose 1. Lesson Purpose

Look and Describe!

The teacher shows the class two pictures on the screen or board. Picture A shows an image of
an urban place (city). Picture B shows an image of the rural area(barrio). Then, the students
answer the worksheet Look and Describe! In this worksheet, the students, based on their
personal and vicarious experiences, jot down the differences between the two places in terms
of living and culture. They also summarize their answers by responding to a query on where
they wish to live.
Picture A Picture B
The teacher asks the following questions to the students as they observe the pictures.
1. What can you see in Picture A? in Picture B?
2. How does it feel like to live in the barrio? in the city?
3. Is there a difference in living and culture between the two places? Give specific
examples.
4. Between the two, where do you wish to live? Why?
5. What would be the reaction of a person coming from a city who visits a barrio and so
with someone from a barrio who visits a city? You may cite your personal or
vicarious experiences.

2. Unlocking Content Area Vocabulary

Unravel the Word!

The teacher flashes this table on the screen or board. The students will have to recognize the
words by supplying the missing letters while being guided by the definitions as clues. The Answers:
teacher may relate the concepts, such as conflict and point of view, to the previous elements 1.conflict
discussed in Week 1. 2.point of view
3.fragrant
1. _ o _ f _ i _ _ t In a short story, the characters encounter 4.hitch
struggles between or among opposing 5.cricket
forces, which are resolved in the end. 6.ogre
How is it called?
2. _ _ i n _ _f _ i e _ This pertains to the perspective from
which the story is narrated to the
readers. This answers the question: Who
is narrating the story? What is it?
3. _ r _ g _ _ n _ This word is used to describe an object
that has a pleasant or sweet smell. What
is it?
4. h _ t _ h This verb means to tie an animal using a
rope to a post or cart.
5. c _ _ c _ e t Related to the family of grasshoppers,
Assignment:
this jumping insect makes a chirping
Research the short biography of Manuel E.
sound, usually in males, especially at Arguellia .
night. What is it?
6. _ g r _ This word describes a person who is
cruel or frightening. In fairytales, it
refers to a monster or giant who eats
humans. What is it?

C. Developing and Deepening  Biography of Manuel E. Arguellia

Understanding
DAY 2- September 16, 2025 - Tuesday

SUB-TOPIC 1

1.Explicitation

Read to Discover!
The students read the short story, How My Brother Leon Brought Home a Wife, by Manuel E.
Arguilla. The story may be read during the class period or could be given as a reading
assignment.

After reading the story, the students answer the worksheet Read to Discover! This worksheet
helps them recognize the story’s plot events to prepare them for the analysis of conflict later
on. Once the students are done, the teacher checks and processes the answers of the students.
The teacher proceeds by asking the following questions, which will introduce the concept of
conflict and its types.
a. Where did the story happen?
b. Who were the main characters in the story? Characterize them.
c. Could you describe the relationship of Leon and Baldo? Leon and Maria?
d. What problems did the main characters, Leon and Maria, encounter on their
way home to meet Leon’s family?
e. What tests were given to Maria?
f. Why did they follow the Waig road instead of the Camino Real?
g. Why was Maria afraid of Leon’s father?
h. Do you think Maria was accepted by Leon’s family? Why?

2.Worked Example
After processing the questions, the teacher leads the discussion by connecting the students’
answers about the problems encountered by the main characters in How My Brother Leon
Brought Home a Wife to the concept of conflict in fiction.

Points for Discussion (Teacher’s Guide)

●In a short story, conflict refers to problems or struggles that are encountered by the characters
and are usually resolved in the end.
●Conflict is an important element in the plot. Without it, the story becomes plotless.
Conflict begins at the complication stage, also called the inciting incident. A complication is
any single incident that gives birth to a conflict.
●To understand the development of conflict, one has to look at the problems encountered by
the protagonist/s on their journey in the story against the antagonist/s (a person, social norm,
technology, nature, animals, etc.)
● Two classifications of conflict
Internal conflict
●Character vs. himself/herself/themselves
External conflict
● Character vs. Character
● Character vs. Society
●Character vs. Nature
●Character vs. Supernatural
●Character vs. Technology

Ready, Set, Recall!

As a form of an enabling exercise, the students answer the worksheet Ready, Set, Recall! This
activity is a simple recall of the classifications and types of conflict based on the pictorial
scenes provided. The teacher facilitates the processing of students’ answers afterward.
3.Lesson Activity Draw the Conflict! – Group Activity

In this activity, the teacher divides the class into six groups. Each group creates a 4-tile comic
that shows one conflict in the story, How My Brother Leon Brought Home a Wife. The
students must be able to identify the classification and types of conflict as they present their
work. Below is an example of a 4-tile comic template.

Sample Scenes:
Scene 1: Leon asked Baldo: “Who told you to drive through the fields at night?”
Scene 2: The three of them pass through the bumpy road of Waig that evening.
Scene 3: Leon asked Baldo again: Why do you follow the Waig instead of the Camino Real?”
Scene 4: Baldo answered Leon: “Father, he told me to follow the Waig tonight, Manong.”

Sample Scenes:
Scene 1: The three of them pass through the Camino Real.
Scene 2: Leon said: “We drove through the fields because—but I’ll be asking father as
soon as we get home.”
Scene 3: Maria expressed to Leon: “I am afraid. He (father) may not like me.” Scene 4: Leon
comforted Maria, after asking: “Does that worry you still, Maria?”

During the processing and feedback of outputs, the teacher may ask essential questions that
relate to the integrated theme: Philippine lowland tradition and family custom of
courtship/marriage. The following are sample guide questions:
a. What Filipino tradition of courtship/marriage is shown in the story?
b. If you were Maria, would you survive the tests of Leon’s father?
c. Why did the father test Maria?
d. How does the current tradition or custom of courtship/marriage differ from
the past?
e. In the contemporary time, would you still introduce the person you love to
your parents? Explain.

SUB-TOPIC 2 (Day 3)- September 17, 2025 - Wednesday

1. Explicitation:

Act it out!
In this activity, the teacher selects some students to do a dramatic reading of an excerpt from
the short story. Please refer to the excerpted lines in the worksheet.

After the activity, the teacher asks the following questions as they lead the discussion to the
subtopic point of view.

Questions to activate students’ prior knowledge about POV

a. In narrating a story, is it possible for you to tell your own experiences?
b. Could you tell or narrate the life story of others, e.g., your mother, best friend, etc.?

Questions to link the story with the concept of POV

1. How many characters are talking in the excerpt?
2. In the excerpt taken from How My Brother Leon Brought Home, who is narrating the
story?
3. How did you know that the story is being told by Baldo, the brother of Leon?
4. What type of point of view was used by the author in the story?
5. Why do you think Manuel E. Arguilla told the story through the point of view of a
boy?

Points for Discussion (Teacher’s Guide)

●Point of view or POV refers to the perspective from which a story is told or narrated
(Hamilton, 2007; Abrams & Harpham, 2012). This can be identified by the pronoun that the
narrator uses to recount events.
●There are four types of POV (Hamilton, 2007; Abrams & Harpham, 2012):

1. First-person: This type of POV shows what the first-person narrator “knows,
experiences, infers, or finds out by talking to other characters.” The first-person
narrator is merely an observer of what the other characters feel, experience, or know.
The narrator or storyteller is a character in the story who uses the pronoun “I” or
“we.”
2. Second-person: This type of POV occurs rarely in narration. It uses the second-
person pronoun “you.” The second person may be a specific fictional character, the
reader of the story, or the narrator himself or herself.
3. Third-person limited: The narrator describes only events from the perspective and
understanding of one, or sometimes, a select few characters. They do not see
everything; hence, they only tell what the character sees, thinks, and feels.
4. Third-person omniscient (all-knowing POV): The narrator knows the motive,
feelings, and background of any or more than one character. The narrator is free to
narrate the thoughts, feelings, and actions as they shift from one character to another.

2.Worked Example

Point the POV!

The students perform the worksheet, Point the POV! In this activity, the students identify the
perspectives from which the story is narrated by noting the number of narrated character’s
thoughts and feelings in each passage.
D. Making Generalization Day 4 – September 18, 2025 - Thursday
1. Learners’ Takeaways (Day 4)

Grab a Graph! Group Activity

For this part, the students create personalized infographics to summarize their
knowledge/learning on the classifications and types of conflict, and the types of point of view.
Afterward, the teacher may do a gallery walk of infographics inside the classroom as the
students discuss their works.

2. Reflection on Learning:
Think and Reflect!
As a metacognition activity, the students complete the worksheet Think and Reflect! The
teacher should provide the students with enough time to finish the activity. Then, they may call
some students to share their answers with the class.

The teacher may use an additional character

analysis chart or diagram. Through the given
activities, the students must now have a clear
understanding of these literary elements and
how they are essential in coming up with a
unified whole of the text.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning Day 5 – September 19, 2025 - Friday

Formative Assessment

Writing in Action!
In this activity, each student composes a 100-150-word narrative that
reflects one type of conflict, and the character/s or narrator/s’ thoughts,
feelings, and actions are narrated from one point of view. The students have
the freedom to choose their own theme.

B. Teacher’s Remarks Note Observations on

Problems
any of the following Effective Practices
Encountered
areas:

strategies explored  The teacher may take note of some

learner engagement /
interaction

others

 students
What roles did my students play in my
lesson?
What did my students learn? How did they
learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by:

BEVERLY A. TANGPUZ
Subject Teacher

Noted:

MARVELIN L. MENDOZA, EdD

Principal I

https://www.youtube.com/watch?v=kWG2xWpOxGc
NAGSAULAY INTEGRATED NATIONAL HIGH SCHOOL Grade
School 7
Level

Learning
Teacher BEVERLY A. TANGPUZ ENGLISH
Areas
Revised K to 12 Curriculum
Lesson Exemplar September 22-26, 2025 – Monday-Friday
Teaching 700 - 7:50 Athena
Quarter SECOND
Date and Time 7:50 – 8:40 Aphrodite
Weekly Lesson Plan 10:50 – 11:40 Artemis

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

C. Learning Competencies Learning Competency

and Objectives  Analyze literary texts as expressions of individual or communal values within a structural context.

Learning Objectives
1. Define the biographical and historical approaches to reading a literary text.
2. Note and discuss historical and biographical data about a given topic, person, author, or experience.
3. Relate the author’s history and biography with the literary elements (i.e., setting, characters, and POV) of his/ her text.

D. Content
 Scent of Apples by Bienvenido N. Santos
 Historical-biographical context in reading

E. Integration Filipino consciousness and identity

II. LEARNING RESOURCES

  Briscoe, L. A. (2000). Bienvenido N. Santos. In B. H. Gelfant and L. Graver (Eds.), The Columbia companion to the twentieth-
century American short story (pp. 501-504). Columbia University Press, New York.
 Gioia, D., & Gwynn, R. S. (2000). Longman anthology of short fiction: Stories and authors in context (Compact edition). Longman.
 Isaac, A. P. (2015). Footnote to Memory: Introduction to the 2015 edition. In B. N. Santos, Scent of Apples: A collection of stories
(pp. xv- xxxi). University of Washington Press.

III. TEACHING AND LEARNING NOTES TO TEACHER

PROCEDURES
A. Activating Prior Knowledge DAY 1 – September 22, 2025 - Monday

Show and Share! (Day 1)

 The teacher presents picture/s of a person who is leaving their house.

Then, the teacher asks the students with the following questions:
 Have you ever experienced leaving home to live in another place temporarily or
permanently, such as having a vacation, staying in your relative’s house for an
occasion, moving to another place for family reasons, etc.?
 How did you feel while you were in another place? Did you enjoy it? Did you feel
like you wanted to go home because you felt homesick? Or did you feel like you
never wanted to go home anymore?

B. Establishing Lesson Purpose 1. Lesson Purpose

Think, Pair, and Engage!

In this part, the teacher guides the students in answering the following questions using the idea
organizer. Afterward, the students look for a partner and engage in a dyadic discussion about
the answers to the questions.
 Have you read a story, watched a video or film, or listened to a radio/podcast program
about the life of Filipinos abroad, particularly in the United States of America?
 Can you share the story, video/film, or radio/podcast program you have encountered?
 Can the author reflect on their life experiences as they write their own story, produce
the video/film, or share the story over the radio/podcast show?

2. Unlocking Content Area Vocabulary

Unlock and Explore!
 The teacher flashes the following jumbled words on the screen or writes on the board.
The students have to put the letters to form each correct word through the definition
as a clue.

gyohbarip This is a detailed description of a

person’s accounts
and life experiences.
lhaicsitro-lbaicoighrpa This is one approach in reading that
posits that a Answers:
literary text (e.g., poem or short story) is 1. Biographical
written by actual people within a 2. Historical-Biographical
specific period. Further, the text is 3. Analysis
produced and shaped by the writer’s life 4. Author
experiences and the socio-cultural- 5. Pensionado
political context of a particular time. 6. Immigrant
sainsayl This refers to the process of reading a 7. Nostalgia
story or poem by identifying the literary
elements.
raouht S/he is the writer or producer of the
literary work.
opdeannsoi This pertains to Filipino students who
are sent abroad
as government scholars to study or
specialize a field.
tinmamrig This refers to people who go abroad to
live
permanently.
aniogslta This refers to the feeling of being
homesick, the desire to return home, or
the idea of thinking about the past.

C. Developing and Deepening SUB-TOPIC 1

Understanding 1. Explicitation

Read and Annotate!

In this activity, the students read the short biography of Bienvenido N. Santos. After reading,
they accomplish the worksheet Read and Annotate!
(Day 2)- September 22, 2025- Tuesday

2. Worked Example (Day 2)

Note and Summarize! Group Activity

 The teacher should give the students enough time to read and annotate so that they
can scan the information in preparation for the next activity, which is summarizing
the biographical details using the worksheet Note and Summarize! This worksheet
allows the students to group the ideas together so that it is easy for them to relate the
life events of Bienvenido N. Santos to the short story Scent of Apples.

Group 1@2
Group 3@4
3. Lesson Activity

Synthesize and Socialize! – Group Activity

 Upon finishing the worksheet, as an offshoot of the activity, the teacher groups the
class into eight. Each group brainstorms and prepares a short discussion on one of the
eight topics in the summarized biographical details. The teacher may use the
following tabled data in assigning the groups topics to work on. Then, each group is
given time to present their summarized information. Other groups may be called to
add or react to the presenters’ discussion.
SUB-TOPIC 2 (Day 3) – September 24, 2025 - Wednesday

1. Explicitation

Read and Digest!

 The students read the short story Scent of Apples by Bienvenido N. Santos. The story
may be read during the class period or may be given as a reading assignment. After
reading the text, the students supply the worksheet Read and Digest! with the line/s
that struck them the most or their favorite line/s. The teacher can call some students
to explain their choices. They may also do a dramatic monolog or interpretive reading
of the line/s.
 Thereafter, the students identify the setting (time and place), the characters, and the
point of view of the short story by accomplishing the worksheet Write Down and
Describe! as they relate the elements to historical-biographical data. For the column
that requires the students to provide historical and biographical details, the teacher
should give the students enough time to research.
 This worksheet acquaints the students with the important literary elements necessary
in the historical-biographical reading of the text. The literary elements should be
analyzed along with the research-based information from the biography of B. N.
Santos or other reputable resources.

2. Worked Example

Arrange and Tell!

 At this point, the students answer the worksheet Arrange and Tell! This activity
allows the students to focus on the major events of the story and connect them with
the life experiences of the author, Bienvenido N. Santos. The teacher may ask the
students to pair and share their answers. As the students engage in dyadic discussions,
they may look into the similarities and differences of their answers. After this
activity, the teacher discusses the historical-biographical reading approach or the
historical and biographical contexts in reading a text.

Points for Discussion (Teacher’s Guide)

 The historical-biographical approach of reading a short story combines the
biographical and he historical aspects of information as the primary insight in the
creation of the text.
 The biographical context relates the events in the short story to the actual experiences
of the author as this kind of reading assumes that the author’s work is his/her/their
way of revealing himself/herself/themselves or a way of expressing his/her/their
actual experiences. To prove the claim that the author is present in the text, one has to
read the author’s biography to see how much an author’s experience influences the
text.
 Not all short stories are related to the personal life of the author because some authors
tend to revise the facts of their own lives, which could be misleading should one wish
to connect the author’s life with the text. Hence, not all short stories can be read and
analyzed from a biographical perspective.
 The historical context seeks to understand the text based on the social, cultural, and
political aspects and occurrences of a particular time, which could directly or
indirectly shape the events in the short story. To better understand the text from a
historical point-of-view, one has to research the period in which the events are set and
happen. By going back to the time of the events, one can clearly see how the story
unfolded in relation to the author's experiences.
 One must also seek accurate historical accounts since the proliferation of fake or
revised information may mislead them in making sense of the historical background
of the short story.

Day – 4 September 25, 2025 - Thursday

3. Lesson Activity
Talk and Decide!
 As the lesson progresses, the students gradually realize that the story, Scent of
Apples, reflects the author’s experiences and encounters with the Filipino immigrants
in the US. This time, the teacher groups the class into four for small group
discussions (SGDs). Each group is given a card that contains a question (See
questions below). In their group, they brainstorm and decide on their answer to the
question at hand while referring to their worksheets: 1) Synthesize and Socialize!
2) Write Down and Describe! and 3) Arrange and Tell!

a. Why do you think B. N. Santos wrote the story? What aspects of the author’s
personal life are relevant to the story?
b. What major problems or issues (e.g., national identity, homesickness, etc.) of
the Filipino immigrants are highlighted in the short story?
c. Do the problems and issues from the story also reflect any of the author’s
personal experiences? Justify your answer.
d. Do any of the events in the story correspond to events experienced by the
author? Provide your reasons.
e. Do any of the characters in the story correspond to some people encountered
by the author? Who are they in the story? Give examples.
D. Making Generalization Day 5 – September 26, 2025 - Friday
1. Learners’ Takeaways (Day 4)
 For this part, the students accomplish the table found in the worksheet Learn,
Discover, and Explore! with their answers based on what they learned from the
biography of B. N. Santos and what they discovered and explored in his story Scent
of Apples.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning 1. Formative Assessment Answers:

Direction: Read the questions/statements and choose the correct answer Test I
from the choices. Write only the letter of your answer on your paper. 1. C
1. Where was B. N. Santos born? 2. D
a. Silang, Cavite c. Tondo, Manila 3. A
b. Kawit, Cavite d. Recto, Manila 4. B
2. What is the first story written and published by B. N. Santos? 5. C
a. The Volcano c. You Lovely People 6. C
b.Villa Magdalena d. The Horseshoe 7. D
3.Why did B. N. Santos leave for the USA in September 1941? 8. B
a. He went to the US as a government pensionado to study English. 9. C
b. He joined the military force as a soldier during the war in the US.
c. He migrated to the US because of the war between the Philippines and Test II: 5—2—1—4—3
Japan.
d. He went to the US as a government official representing the Philippines
in a meeting.
4. Why was B. N. Santos unable to return to the Philippines after his first
US trip in 1941?
a. He was killed in a war.
b. He was caught in the World War II.
c. He was offered a job as a public relations officer in the US.
d. He was banned by the Philippine government during the martial law.
5. Who is the wife of Celestino Fabia?
a. Rita b. Roma c. Ruth d. Rina
6. Where did Celestino and the narrator (B. N. Santos) meet?
a. On the farm of Celestino in Kalamazoo
b. In one church in Kalamazoo, after hearing a mass
c. In one of Santos’ speaking engagements in Kalamazoo
d. On the train, while the narrator was traveling to Kalamazoo
7. What personal experience did B. N. Santos use in writing the short story
Scent of Apples?
a. His experiences with the American people
b. His longing for his friends in the Philippines
c. His admiration for the US government system
d. His encounter with the fellow Filipinos in the US
8. What did the narrator (B. N. Santos) see in the backroom of Celestino’s
house?
a. a rice farm c. a garage
b.an apple orchard d. a house of dogs
9.Why did Celestino not want the narrator (B. N. Santos) to go to his
hometown and tell the people about his situation?
a. Celestino did not want others to know that he was in the US.
b. Celestino was escaping an enemy in his hometown in the Philippines.
c. Celestino believed that no one in his town would remember him
anymore.
d. Celestino was afraid he might be asked by the government to return to
the Philippines.

Test II – Narrative Sequencing (5 points)

Directions: Arrange the sequence of the events as they happened in Scent
of Apples. Write the numbers according to the order of the events (e.g., 1-2-
3-4-5). (1 point per correct letter order)

1) Celestino invited the narrator to have dinner with his family.

2) The narrator met Celestino Fabia, a Filipino farmer who, at that time, was
living in the US.
3) The narrator left for Indiana.
4) Celestino shared with the narrator his life back in the Philippines and in
the US.
5) The narrator arrived in Kalamazoo in October for a speaking
engagement.

B. Teacher’s Remarks Note Observations on

Problems
any of the following Effective Practices
Encountered
areas:

 The teacher may take note of some

materials used
learner engagement /
interaction

others

 students
What roles did my students play in my
lesson?
What did my students learn? How did they
learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by:

BEVERLY A. TANGPUZ
Subject Teacher

Noted:

MARVELIN L. MENDOZA, EdD

Principal I
NAGSAULAY INTEGRATED NATIONAL HIGH SCHOOL Grade
School 7
Level

Learning
Teacher BEVERLY A. TANGPUZ ENGLISH
Areas
Revised K to 12 Curriculum
Lesson Exemplar October 6-10, 2025 – Monday-Friday
Teaching 700 - 7:50 Athena
Quarter SECOND
Date and Time 7:50 – 8:40 Aphrodite
Weekly Lesson Plan 10:50 – 11:40 Artemis

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

C. Learning Competencies Learning Competency

and Objectives  Revise the literary texts for coherence and cohesion.
Learning Objectives
1. Define Transitional markers
2. Identify the steps in writing
3. Construct a timeline of events for a short story using transitional markers.

D. Content
 Transitional Devices as Tool for Coherence and Cohesion

E. Integration ESP/Filipino Values and Local/National Identity

II. LEARNING RESOURCES

  MIT Comparative Media Studies. (2022, July 28). Resources for writers: The writing process. https://cmsw.mit.edu/writing-and-
communication-center/resources/writers/writing-process/
 Roces, A. (n.d.). We Filipinos Are Mild Drinkers. Retrieved June 8, 2024, from
https://geekyenglish.wordpress.com/wp-content/uploads/2013/10/we-filipinos-are-mild-drinkers.pdf

III. TEACHING AND LEARNING NOTES OFTEACHER

PROCEDURES

A. Activating Prior Knowledge DAY 1 – October 6, 20025 - Monday

Review
 Direction: For one (1) minute write the important events about Ida B. Wells-
Barnnet and Her Passion for Justice.

Bienvinido
N. Santos

1. Springboard (5 minutes)
Gauge the students’ knowledge on the writing process by beginning the discussion with the
following questions:

 In writing a story, what is the first thing that you usually do?
 What should you do to make your story interesting and understandable, or clearly
written?

B. Establishing Lesson Purpose 2. Lesson Purpose

Unlocking Vocabulary/Language Practice (8 minutes)

 Introduce the words that students will encounter for this week’s lesson.

Content Vocabulary Definition

Story Map a graphic organizer with the elements of
a story such as setting, characters, and
plot
Prewriting includes all activities done before
writing the draft such as brainstorming,
outlining, and gathering information
Drafting putting ideas into sentences and
paragraphs; ideas are supported with
details and are connected
Revising making changes in terms of content and
organization; ideas may be added,
deleted, or changed
Editing checking for grammar and spelling error
Publishing sharing the final story to others in
various forms like storytelling, handing
out printed copies, or posting it online

C. Developing and Deepening STEPS IN THE WRITING PROCESS: PREWRITING and DRAFTING
Understanding
1. Explicitation - Group Activity

 Present the following concepts and explain that these are the steps that they have to
follow in writing a story.
 Provide the following questions written on paper strips. Ask the students to analyze
each question and place it under the column where they think it belongs:

Step 1
Step 2: Step 3: Step 4:
Prewriting
Drafting Revising Editing
(Think)
(Write) (Make It Better) (Make It Correct

 What do I want to say?

 How do I want to say it?
 Who will read my writing?
 What else do I need to know to begin?
 Who can I talk to about my ideas?
 Are my thoughts organized?
 Which ideas do I want to develop?
 Who can read this and offer suggestions?
 Have I read what I have written?
 Are my details clear?
 Should I add or take out parts?
 Have I used the best ideas and words?
 Is my writing in a sensible order?
 What suggestions have others made?
 Have I used complete sentences?
 Are my spelling, capitalization, and punctuation correct?
 Have I marked corrections that I need?
 Has someone checked my work?
 Do I have a correct and neat copy?
 Should I illustrate it and display it?
 Should I bind it in a book?
 Should I read it out loud?
 Can I place it in a classroom library?
 Will I act it out?
 Should I record myself telling

Process the students’ answer by discussing the steps using the table below. Emphasize that this
will also be their guide/checklist as they write their composition.

STEP 1: PREWRITING (THINK)

 Decide on a topic to write  What do I want to say?
about.  How do I want to say it?
 Consider who will read or listen  Who will read my writing?
to your written work.  What else do I need to know to
 Brainstorm ideas about the begin?
topic.  Who can I talk to about my
 Use a graphic organizer (e.g. ideas?
story map) to organize your
ideas.
 Do your research, if necessary.
STEP 2: DRAFTING (WRITE)
 Write sentences and paragraphs  Are my thoughts organized?
even if they are not perfect.  Which ideas do I want to
 Read what you have written and develop?
judge if it says what you mean.  Who can read this and offer
 Show it to others and ask for suggestions?
suggestions.
STEP 3: REVISING (MAKE IT BETTER)
 Read what you have written  Have I read what I have
again. written?
 Think about what others said  Are my details clear?
about it.  Should I add or take out parts?
 Rearrange words or sentences.  Have I used the best ideas and
 Delete, add, or change parts. words?
 Replace overused or unclear  Is my writing in a sensible
words. order?
 What suggestions have others
made?
STEP 4: EDITING (MAKE IT CORRECT)
 Be sure all sentences are  Have I used complete
complete – have subjects and sentences?
verbs.  Are my spelling, capitalization,
 Correct spelling, capitalization, and punctuation correct?
and punctuation.  Have I marked corrections that I
 Change words that are not used need?
correctly.  Has someone checked my
 Have someone check your work?
work.  Do I have a correct and neat
 Recopy it correctly and neatly. copy?

STEP 5: PUBLISHING (SHARE THE FINISHED PRODUCT)

 Read your writing aloud to a  Should I illustrate it and display
group. it?
 Create a book of your work.  Should I bind it in a book?
 Send a copy to a friend or  Should I read it out loud?
relative.  Can I place it in a classroom
 Put your writing on display. library?
 Illustrate, perform, or set your  Will I act it out?
creation to music.  Should I record myself telling
my story and post it online?

(Day 2- 3) Tuesday and Wednesday – October 7-8, 2025

ACTIVITY 1: Map it Out (Prewriting)

 After the discussion on the Steps of the Writing Process, present the Story Map
worksheet. Explain how this will be used as part of the first step: Prewriting.
 Before the students create their own story map, show how it is done using of the
story, “We Filipinos are Mild Drinkers” by Alejandro R. Roces. This will help
them see if they can identify the elements and picture out how this story map The activity may cover two sessions because
translates to a complete short story. students would need an ample time to think
of a story and accomplish the map.

MY STORY MAP
Before revealing the answers, the following guide questions may be asked for each part of the
plot:

Exposition:
a. When and where did the story happen?
b. How did the story begin?
c. What was the character’s situation in the beginning of the story?

Rising Action:
a.What conflict/problem was encountered by the character(s?)
Climax:
a. How did the character confront the problem?
b.What is the turning point of the story?
Falling Action:
a. How did the character solve the problem/conflict?
b. What happened after the most intense part of the story?

Resolution:
a. How did the story end?

ACTIVITY 2: STORY WRITING CHECKLIST (25 minutes)

 Once all the answers are shown, present the Story Writing Checklist. Using this, they
go over each item in the Self Evaluation and Peer Evaluation for Prewriting.
LESSON ACTIVITY: DRAFT IT UP!
 Based on the story timeline, guide the students in writing the draft of the story. The
first few parts may be directly shown to them and the rest may be done together with
them.
 In the discussion, point out that the story timeline is a summary, while the draft is the
longer version with added details, and dialogues between or among characters. Also
point out how drafts are written in paragraphs and that the sentences should not
necessarily be perfect.

Day 4 – October 9, 20025– Thursday

ACTIVIY 3: CRAFT YOUR OWN DRAFT (Drafting)

 Ask the students to start working on their own draft based on the discussions on story
map and timeline.
 Once they are done, ask the students to go over the checklist on Drafting for Self-
Evaluation (LEARNING ACTIVITY SHEET 2). After this, they exchange story
maps and drafts again and the group does the Peer Evaluation.

D. Making Generalization Day 5 – October 10, 20025 - Friday

1. Learners’ Takeaways
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning Formative Assessment (8 minutes)

 Steps in the Writing Process: Encircle the letter that corresponds to
the correct answer.
1.Which among the following steps in the writing process requires the
writer to check for spelling, capitalization, and punctuation marks?
A. drafting C. revising
B. editing D. publishing
2. Which step focuses on the taking out, adding, or changing words or
sentences to make the idea clearer?
A. drafting C. revising
B. editing D. publishing
3. Which step in the writing process are you at if you are now finalizing
whether you will bind your story in a book, illustrate it, or act it out?
A. prewriting C. revising
B. editing D. publishing
4. Based on the given situations below, which is NOT an activity that you
do during the Prewriting Stage?
A. Think of a topic.
B. Research for the needed information.
C. Make sure that transitional markers are used correctly.
D. Use a graphic organizer or story map to organize your ideas.
5. Which among the following will writers do if they are now in the
Revising Stage of the writing process?
A. Replace overused or unclear words.
B. Be sure that all sentences are complete.
C. Consider who will read or listen to their story.
D. Write sentences and paragraphs even if they are not perfect yet.

B. Teacher’s Remarks Note Observations on any

Effective Practices Problems Encountered
of the following areas:

 The teacher may take note of some

strategies explored
observations related to the effective practices
and problems encountered after utilizing the
different strategies, materials used, learner
engagement and other related stuff.
 Teachers may also suggest ways to improve
materials used the different activities explored/lesson
exemplar

learner engagement /
interaction

others

C. Teacher’s Reflection Reflection guide or prompt can be on: Essential and necessary to improve practice. You
 principles behind the teaching may also consider this as an input for the
What principles and beliefs informed my lesson? LAC/Collab sessions.
Why did I teach the lesson the way I did?

 students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by:

BEVERLY A. TANGPUZ
Subject Teacher

Noted:

MARVELIN L. MENDOZA, EdD

Principal I

NAGSAULAY INTEGRATED NATIONAL HIGH SCHOOL Grade

School 7
Level
Learning
Teacher BEVERLY A. TANGPUZ ENGLISH
Areas

Revised K to 12 Curriculum October 14- 17, 2025 – Tuesday-Friday

Lesson Exemplar 700 - 7:50 Athena
Teaching
7:50 – 8:40 Aphrodite Quarter SECOND
Date and Time
10:50 – 11:40 Artemis
Weekly Lesson Plan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

C. Learning Competencies Learning Competency

and Objectives  Revise the literary texts for coherence and cohesion.
Learning Objectives
1. Define transitional devices.
2. Use transitional markers.
3. Revise the given selection using the editing remarks.

D. Content  Transitional Devices as Tool for Coherence and Cohesion

E. Integration ESP/Filipino Values and Local/National Identity

II. LEARNING RESOURCES

  Mrs. Rooney / Revising Editing. (n.d.). Mrsrooney. from http://mrsrooney.pbworks.com/w/page/94013528/Revising%20%20Editing

Editing Marks Anchor Chart | Teaching Resources. (n.d.). Www.tes.com. https://www.tes.com/teaching-resource/editing-marks-
anchor-chart-12304895

III. TEACHING AND LEARNING NOTES TO TEACHER

PROCEDURES

A. Activating Prior Knowledge DAY 1 – October 14, 2025 - Tuesday

1.Springboard
Gauge the students’ knowledge on the writing process by beginning the discussion with
the following questions:
 In writing a story, what is the first thing that you usually do?
 What should you do to make your story interesting and understandable, or clearly
written?

B. Establishing Lesson Purpose 1. Lesson Purpose

 Establish the lesson purpose by presenting the objectives of the study. The teacher
may say:
 The discussions we had last week on the writing process will be enhanced further this
week since our focus is on revising and editing with the use of transitional devices.

C. Developing and Deepening Revising and Editing (Using Transitional Markers for Cohesion and Coherence)
Understanding
1. Explicitation (35 - 40 minutes)
 Lead the discussion on the third and fourth steps in the writing process: Revising and
Editing. Ask students to compare the two. Then, discuss the following Venn diagram:

2. Worked Example
Ask the students to compare the plot elements in Column A and Column B and
identify which is clearer and easier to understand.
Guide Question:
 Which plot clearer and easier to understand?
 What words made the plot in Column B clearer? How do you say so?
 How do we call these words?

Day 2 – October -15, 2025 – Wednesday

TRANSITIONAL MARKS
ACTIVITY 1: Bottle it Up – Group Activity
 Ask the students to accomplish the worksheet which requires them to classify the
transitional markers based on their functions.
 Choose and write at least five transitional markers below that belong to each bottled.

 and, again, and then, besides, equally important, finally, further, furthermore,
nor, too, next, lastly, what's more, moreover, in addition, first (second, etc.)
 whereas, but, yet, on the other hand, however, nevertheless, on the contrary,
by
 comparison, where, compared to, up against, balanced against, vis a vis, but,
although,
 conversely, meanwhile, after all, in contrast, although this may be true
 because, for, since, for the same reason, obviously, evidently, furthermore,
moreover, besides, indeed, in fact, in addition, in any case, that is
 yet, still, however, nevertheless, in spite of, despite, of course, once in a
while, sometimes
 immediately, thereafter, soon, after a few hours, finally, then, later, previously,
formerly, first (second, etc.), next, and then
 in brief, as I have said, as I have noted, as has been noted
 definitely, extremely, obviously, in fact, indeed, in any case, absolutely,
positively, naturally, surprisingly, always, forever, perennially, eternally, never,
emphatically, unquestionably, without a doubt, certainly, undeniably, without
reservation
 first, second, third, and so forth. A, B, C, and so forth. next, then, following
this, at this time, now, at this point, after, afterward, subsequently, finally,
consequently, previously, before this, simultaneously, concurrently, thus,
therefore, hence, next, and then, soon
 for example, for instance, in this case, in another case, on this occasion, in
this situation, take the case of, to demonstrate, to illustrate, as an illustration,
to illustrate
 in brief, on the whole, summing up, to conclude, in conclusion, as I have
shown, as I have said, hence, therefore, accordingly, thus, as a result,
consequently

Present the following transitional markers and their functions.

TO ADD:
 and, again, and then, besides, equally important, finally, further, furthermore, nor,
too, next, lastly, what's more, moreover, in addition, first (second, etc.)

TO COMPARE:
 whereas, but, yet, on the other hand, however, nevertheless, on the contrary, by
comparison, where, compared to, up against, balanced against, vis a vis, but,
although, conversely, meanwhile, after all, in contrast, although this may be true

TO PROVE:
 because, for, since, for the same reason, obviously, evidently, furthermore, moreover,
besides, indeed, in fact, in addition, in any case, that is

TO SHOW EXCEPTION:
 yet, still, however, nevertheless, in spite of, despite, of course, once in a while,
sometimes

TO SHOW TIME:
 immediately, thereafter, soon, after a few hours, finally, then, later, previously,
formerly, first (second, etc.), next, and then

TO REPEAT:
 in brief, as I have said, as I have noted, as has been noted

TO EMPHASIZE:
 definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively,
naturally, surprisingly, always, forever, perennially, eternally, never, emphatically,
unquestionably, without a doubt, certainly, undeniably, without reservation

TO SHOW SEQUENCE:
 first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at
this time, now, at this point, after, afterward, subsequently, finally, consequently,
previously, before this, simultaneously, concurrently, thus, therefore, hence, next, and
then, soon

TO GIVE AN EXAMPLE:
 for example, for instance, in this case, in another case, on this occasion, in this
situation, take the case of, to demonstrate, to illustrate, as an illustration, to illustrate

TO SUMMARIZE OR CONCLUDE:
 in brief, on the whole, summing up, to conclude, in conclusion, as I have shown, as I
have said, hence, therefore, accordingly, thus, as a result, consequently

ACTIVITY 2: Transition it
A. Write the appropriate transitional markers on the blanks provided in the following
summary of “My Father Goes to Court”. Choose your answers from the box below.

In a small town in Luzon, two families lived. One was a rich family 1._______________ the
other was poor. The kids of the poor family were healthy 2._______________ they would go
out and play. 3._______________, the rich family’s children usually seldom came out. they
became pale, sickly, and anemic.

Since they were next-door neighbors, the poor family would inhale the aroma of the rich
family’s food whenever their servants cooked something delicious. 4._______________, the
rich man accused the poor man and his family of stealing the spirit of their wealth and food.
5._______________ the poor father appeared in court, he collected coins from his wife and
children and jingled them inside his hat. 6._______________, he asked if the rich man heard
the spirit of the money and said that he had already paid with the spirit of the money. The
judge dismissed the case 7._______________ he even came down from his high chair to
congratulate the poor man.
Day 4– October 16, 2025 - Thursday

EDITING
 Discuss the common editing marks.
 Present and discuss how editing marks are used using the sample below.

D. Making Generalization Day 5 – October 17, 2025 - Friday

2. Learners’ Takeaways (Day

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning Formative Assessment (8 minutes)

 Transitional Markers: Complete each sentence by filling in the
blanks with the correct transitional marker. Choose your answers
from the box below.

as a result for instance otherwise

because however such as even
though on the other hand

1.___________ Filipinos have faced so many challenges, we still remain

strong and resilient.
2. The short stories written by our Filipino writers play a very important
role in our society _________ they reveal our experiences and culture.
3. Filipinos have unique traditions and customs ________ bayanihan
(mutual cooperation) and pamamanhikan (proposing a wedding and asking
permission to the family of the partner).
4. The Philippines is blessed with so many natural resources. __________,
some of us have neglected these gifts from above.
5. The Spanish colonizers brought Christianity to our country. __________,
the American colonizers introduced English as a medium of instruction.
6. We need to protect our country. __________, what our heroes fought for
will be put to waste.

B. Teacher’s Remarks Note Observations on

Problems
any of the following Effective Practices
Encountered
areas:

 The teacher may take note of some

materials used

learner engagement /
interaction

others

 students
What roles did my students play in my
lesson?
What did my students learn? How did they
learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by:

BEVERLY A. TANGPUZ
Subject Teacher

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Weekly Exemplar-Revised K To 12 Curriculum Lesson Exemplar-2025-2026

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Weekly Exemplar-Revised K To 12 Curriculum Lesson Exemplar-2025-2026

Uploaded by

NAGSAULAY INTEGRATED NATIONAL HIGH SCHOOL Grade

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

C. Learning Competencies  EN7LIT-I-1: Analyze literary texts as expressions of individual or

At the end of a 45-minute lesson, students should be able to:

D. Content Poem: Another Name for a Maid is Filipina

E. Integration Filipino identity, sacrifice, resilience, cultural pride, social injustice

II. LEARNING RESOURCES

III. TEACHING AND LEARNING PROCEDURES NOTES OF TEACHER

Learning Task 2. Word Association

B. Establishing Lesson Purpose Activities:

2. Unlocking of Word Difficulty:

Activities: CLOSE READING MODEL AID – Guide the students in

THEY SAY FILIPINA IS ANOTHER NAME FOR MAID

Our Overseas Contract Workers are the new heroes

In Hong Kong last summer

One of them had a quick, nervous way

Yes, we smiled, it's our day, off

Mine too, she said; now. But the first one…

If the body can keep secrets, what can it tell

The shy one asks me to braid her hair.

I run my fingers through the ink of her hair,

Our new friends take us to the Central Station

Even on their day off, the army

1. Figurative Language Review

Definition of Figure of Speech

 He is a fish out of water.

Group 1 – Stanza 1 and 2

Day 3-June 25, 2025-Wednesday

Sound Devices Meaning and Function

Sound Scavenger Hunt

Group 1 – Stanza 1 and 2

D. Making Generalization Day 4 – June 26, 2025-Thursday

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning Day 5 – June 27, 2025-Friday

B. Teacher’s Remarks Note Observations on

strategies explored  The teacher may take note of some

MARVELIN L. MENDOZA, EdD

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

C. Learning Competencies  EN7LIT-I-1: Analyze literary texts as expressions of individual or

At the end of a 45-minute lesson, students should be able to:

D. Content Sound Devices

E. Integration Filipino identity, sacrifice, resilience, cultural pride, social injustice

II. LEARNING RESOURCES

E. Activating Prior Knowledge  DAY 1- June 30, 2025 - Monday

Learning Task 1. Remember Me!

Learning Task 2: Quiz

Learning Task 3. Group Analysis (For Aphrodite and Artemis)

Group 1 – Stanza 1 and 2

F. Establishing Lesson Purpose DAY 2- July 1, 2025 – Tuesday

Sound Devices Meaning and Function

G. Developing and Deepening Sound Scavenger Hunt

Group 1 – Stanza 1 and 2

H. Making Generalization Day 3 – July 2, 2025-Wednesday 1.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning 1. Creative Output- Group Task

B. Teacher’s Remarks Note Observations on

strategies explored  The teacher may take note of some

MARVELIN L. MENDOZA, EdD

Revised K to 12 July 7-11, 2025 - Monday-Friday

Weekly Lesson Plan

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

D. Content Poetry: Basic Elements

E. Integration Sustainable Development Goal 4 Quality Education

II. LEARNING RESOURCES

III. TEACHING AND LEARNING NOTES TO TEACHER

I. Activating Prior Knowledge  DAY 1- July 7, 2025 - Monday

J. Establishing Lesson Purpose 1. Lesson Purpose Lesson Purpose

Think, Pair, and Share

Students will share and write their responses

DAY 2 – 3 – July 8-9, 2025 – Tuesday& Wednesday

I miss the sound of hoof steps

How I long for the sweet scent

And early evening, like croaking

In the stars. Perhaps the heroes too

Describe the form of the poem

L. Making Generalization DAY 4 – July 10, 2025 - Thursday Review!