7

Lesson Exemplar Quarter 1

Week

for English 2
Lesson Exemplar for English Grade 7
Quarter 1: Week 2

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in
delivering the curriculum content, standards, and lesson competencies.
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Published by the Department of Education
Secretary: Sara Z. Duterte
Undersecretary: Gina O. Gonong

Development Team

Writer: John Aldrich Ladan

Content Reviewer John Aldrich Ladan
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External Language Marissa M. Zoleta
Validator
Management Team
JOYCE DR ANDAYA CESO III, Regional Director
CRISTITO A. ECO CESO III, Assistant Regional Director
MICAH G. PACHECO, Chief Education Program Supervisor
DENNIS M. MENDOZA, Regional LR Education Program Supervisor
ARNOLD C. GATUS, English Regional Education Program Supervisor
WILMA Q. DEL ROSARIO, LR Education Program Supervisor
MATATAG School Grade Level 7
K to 10 Curriculum Name of Teacher Learning Area English
Weekly Lesson Log Teaching Dates and Time Quarter 1

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (poetry) for
A. Content Standards clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that reflect local and
national identity.
The learners analyze the style, form, and features of Philippine poetry (lyric, narrative, dramatic); evaluate poetry for clarity of
B. Performance
meaning, purpose, and target audience; and compose and publish an original multimodal literary text (poem) that represents
Standards
their meaning, purpose, and target audience, and reflects their local and national identity.
EN7LIT-I-1 EN7LIT-I-1 EN7LIT-I-1 EN7LIT-I-1
Analyze literary texts as Analyze literary texts as Analyze literary texts as Analyze literary texts as
C. Learning
expressions of individual or expressions of individual or expressions of individual or expressions of individual or
Competencies
communal values within communal values within communal values within communal values within
structural context structural context structural context structural context
• Identify and analyze • Use appropriate words to
• Identify words that rhyme, • Create a tableau based
song titles and lyrics, complete a poem,
• Unlock the meaning of on a given mood,
• Unlock the meaning of • Rephrase lines using
unfamiliar words using • Unlock the meaning of
unfamiliar words, one’s own vocabulary,
context clues, unfamiliar words using
• Analyze a poem by • Identify the dictions,
D. Learning Objectives • Analyze a poem by word association,
identifying its figures of patterns, and motifs of
identifying its figures of • Recite the definition of
speech, and given poems, and
speech, and tone and mood, and
• Determine five different • Recite the meanings of
• Determine the sound devices • Determine the tone and
figures of speech in diction, pattern, and
of given poems. mood of given poems.
sample lines. motif in poetry.
E. Instructional Design Connection, Creativity, Context, Collaboration
framework feature Engage, Explore
(s) Ideational, Inclusive, Integrative, Innovative
Creativity, Critical Thinking, Creativity, Critical Thinking, Creativity, Critical Thinking, Creativity, Critical Thinking,
st Teamwork, Collaboration, Interpersonal Skills, Interactive Teamwork, Collaboration, Teamwork, Collaboration,
F. 21 Century Skills
Interpersonal Skills, Communication Interpersonal Skills, Interpersonal Skills,
Interactive Communication Interactive Communication Interactive Communication
II. CONTENT
III. LEARNING RESOURCES
1
 Balarbar Corazon V. 1989. Gems in Philippine Literature 1st publ ed. Metro Manila: National Book Store.

“Poetry 101: Learn about Poetry, Different Types of Poems, and Poetic Devices with Examples - 2024.” MasterClass,
September 21, 2022. https://www.masterclass.com/articles/poetry-101-learn-about-poetry-different-types-of-poems-and-
poetic-devices-with-examples#TXyiVKpY37326KQyuaUOx.
A. References
Ronahlayne. “Stylistic Analysis of Poem: Where Is My May,” June 17, 2022.
https://gorgeousblogger.wordpress.com/author/ronahlayne/.

Scott, Gary. “Tone and Mood.” Our English Class, May 16, 2022. https://ourenglishclass.net/class-notes/writing/the-writing-
process/craft/tone-and-mood/.
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
ACTIVITY 1A: ACTIVITY 2A: ACTIVITY 3A: ACTIVITY 4A:
GUESS THE SONG TITLE TONGUE TWISTER TRY A TABLEAU COMPLETE THE POEM
CHALLENGE
1. Introduce the activity by DO: Let the students do Instructions: Provide the
explaining that the DO: Let the students try to this activity: appropriate words in the
class will be playing a recite this tongue twister: blank to complete the poem.
1. Divide the class into
game called "Guess
Peter Piper picked a peck of small groups (3-4 Filipinos are resilient, no
the Song." pickled peppers. students per group). matter what __________
2. Divide the class into A peck of pickled peppers 2. Distribute mood they face,
teams or individuals, Peter Piper picked. cards to each group. They rise above challenges
Activating Prior Knowledge depending on the size If Peter Piper picked a peck of Each card should with grace and __________.
of the class. pickled peppers, contain a different Their spirit is as colorful as
3. Play a short excerpt Where’s the peck of pickled emotion or mood word the __________ on a
peppers Peter Piper picked? (e.g., happy, sad, jeepney,
(approximately 30 excited, angry, scared, Their laughter is as infectious
seconds) of a song. Process Questions: calm, etc.). as the __________ on a
4. Encourage students to 1. What is your 3. Once they have tambourine.
listen carefully to the technique in reciting chosen a mood card,
lyrics, melody, and encourage each group
the tongue twister
to brainstorm and create
rhythm of the song. correctly? a tableau that
represents the assigned
2
 5. After playing the 2. What was the mood. They can use Process Questions:
excerpt, allow challenging part? body language, facial 1. How is your
students a brief 3. Why is it hard to expressions, and experience in this
gestures to convey the activity?
moment to discuss recite?
emotion effectively.
among themselves. 4. Do you think that we 2. What is your
4. As each group
6. Ask the teams or can use this style of presents, ask the technique in
students to write writing in poetry? rest of the class to completing the
down their guesses Why? guess the mood poem?
on the song titles. 5. Why is sound being portrayed and 3. What makes you
important in poetry? to explain how they choose those words?
7. After playing all the
reached their 4. Why did you have
songs, reveal the conclusion.
correct titles and Encourage different answers
award points to discussion and although you
teams or individuals reflection on how completed the same
who guessed different elements poem?
correctly. such as body 5. What do we call this
language, facial technique of an
expressions, and
Songs to use: author, where he or
gestures contribute
1. Your Love to conveying mood. she makes choices of
Your love is like the words?
sun that lights up DO: Facilitate a brief
my whole world. discussion about the
2. One Thing activity. Ask students:
Shot me out of the 1. How did it feel to
sky, portray different
You’re my moods through
kryptonite. tableaus?
3. Super Bass 2. What strategies did
Boy, you got my you use to
heartbeat running effectively
away. communicate the
mood to your
classmates?
4. A Thousand Years 3. How do you think
I have died every tone and mood are
day waiting for you. conveyed in poetry?
3
 Darling, don’t be
afraid.
I have loved you for
a thousand years.
5. Fireworks
Boom, boom,
boom, even
brighter than the
moon, moon,
moon.

SAY:
1. Did you enjoy the
activity? Which part
of it did you enjoy
the most?
2. What were your
strategies to win
the game? What
were the
challenges?
3. Let’s focus on the
songs.

SHOW: Present the lyrics

above.

SAY: 1. What are your

observations in the lyrics?
2. What are some lyrics
that do not make sense if
you take them literally?
3. Which lyrics show
comparisons of two
different things?

4
 4. Which lyrics show
exaggeration?
5. Which lyrics make
lifeless things act as if they
are alive?
6. Which lyrics use a
sound as a word?
7. What do we call these
examples of figurative
language?
8. Why do composers of
songs use figures of
speech?
9. Aside from songs, where
can we find examples of
figures of speech?
SAY: For today, we will learn SAY: Yesterday, we learned SAY: Yesterday, we SAY: On our last day of the
more about figures of speech about figures of speech. This learned about sound week, we will learn more
and some of their kinds. I time, we will explore sound devices. This time, I will about diction. Let’s have the
know that you are all excited devices used in poetry. I know introduce tone and mood as objectives of the day.
to know more about our that you are all excited to elements of poetry. Let’s
topic, so let us have a know more about our topic, so have the objectives of the SHOW: Present the learning
Lesson Purpose/Intention
checklist of the objectives let us have a checklist of the day. objectives of the day.
that we will accomplish objectives that we will
today. accomplish today. SHOW: Present the learning
objectives of the day.
SHOW: Present the learning SHOW: Present the learning
objectives of the day. objectives of the day.
ACTIVITY 1B: POOL OF ACTIVITY 2B: UNLOCKING ACTIVITY 3B: WORD ACTIVITY 4B: IN OTHER
WORDS MEANINGS ASSOCIATION WORDS

Directions: Choose from the Identify the clue/s to the DO: Let the students do this DO: Let the students rewrite
pool of words below to meaning of each bold word in activity: sentences in their own ways.
Lesson Language Practice determine the appropriate the sentence. Encourage them to be more
words for the given Then, select the correct creative by using synonyms,
definitions. meaning from the options Instructions: utilizing figurative language,
WORD POOL provided. and changing sentence
numb deface structures. After answering,
lisp
5
 realm 1. Several decades ago, 1. Let the students let the students share their
petition flutter the countryside was create a bubble map answers to the class.
etch filled with verdant of the given words. 1. The sunset is
exuberance landscapes, teeming 2. Ask the following beautiful.
with trees and plants. questions: 2. The stars are bright
1._____wave or move Something verdant is 1. What strategies tonight.
(flutter) _____. did you do to
2._____make a drawing 3. Many people looked
A. Ambitious come up with your
through engraving (etch) at her.
B. Beautiful answers?
3._____spoil the appearance C. Green 2. How do these 4. I feel angry just by
(deface) 2. The freedom we words connect looking at him.
4._____having high in spirits cherish today is a with each other? 5. I love you.
in action or speech heritage from our 3. How does word
(exuberance)
forefathers. association help SAY: In this activity, you can
5._____speaks imperfectly
A. Dream you in practice using your own
(lisp)
B. Inheritance understanding a words to say something.
6._____having no sensation
C. Privilege poem?
(numb)
7._____a kingdom (realm) 3. The sprawling vines
8._____a solemn request stretched across the
(petition) entire porch, reaching
every corner.
A. Continuous
direction
B. Intricate design
C. Spread out in
an irregular way

4. We must safeguard
our freedom from
tyranny.

6
 A. a. complete
authority by a
group of
individuals
B. harsh authority
imposed by a
single leader
C. fair authority
administered by
the government
5. The vanquished
enemies surrendered
their weapons to avoid
further violence.
A. Protected
B. Defeated
C. Concerned
During/Lesson Proper
ACTIVITY 1C: READING A ACTIVITY 2C: READING A ACTIVITY 3C: READING A ACTIVITY 4C: CHECKING
POEM POEM POEM OUT THE DICTION

SHOW: Present the following SHOW: Present the following SHOW: Present the following DO: Let the students do
poem to the class: poem to the class: poem to the class: this activity:

For the Young Yearning a I Am Proud To Be A Filipino Where is My May? Procedure:

Song of Green by Arnold Toribia Maño by Fernando Ma. Guerrero 1. Divide the class into
Molina Azurin five groups.
I am a Filipino. I came from My happy days have passed 2. Each group will be
Reading the Key Idea/Stem Never tell the children trees islands rippled with sun away.
given one poem.
are numb Where days are green fires The hills and woods have
They hold secrets lost their flower. Each poem has a
and nights are warm
Of soil or sun; they lisp their Where is my May? different diction.
With moon and stars. Girdling
quiet my loins is blood rich as milk Where are its sweet and 3. Let the students
Melodies of green For I was born of sultans, charming hours? analyze the poem by
Exuberance to passersby. Cheer me, my star, and give looking at its structure
rajahs, kings,
Twigs trip the wind me light, and meaning. Also,
Soldiers, heroes who fought to
So leaves may flutter To see at least a pleasant
sing notice the choices of
way,
7
Their fragrant salutes, The poetry of freedom. My Show me your eyes so fair words, phrases, and
griefless goodbyes. house is my land and bright sentences of the
Virgin, brown, wombed out of To find my way. author.
Within their truths, rings are loam, volcanic rock and shells, With thoughts of care I bend
4. Make them write
ingrained, Carpeted with rice, corn, my head,
Telling of refrains Where is my May? down their
coconut, cane, trees
Of lush rain or blooming: That rise as temples to I am alone, I eat my bread observations and
Time’s pilgrimage. grapple winds Away from you, so far away. report those to the
But upon the bark Rains, mighty rivers furrowing class.
Tender passages are etched: the earth. DO: Loudly read the poem to
Jun loves Ester Where I walk, my shadow is a the class. Then, let the 1. “For the Young
Complete with the marriage of flags students read loudly. Yearning a Song of
year, Malay, Chinese, Spanish,
Arrow and heart-border, Green” by Arnold
American, Japanese Molina Azurin
despite the order:
While in my bones sleep
“Defacing Trees Is 2. “I Am Proud To Be A
quietly as a bride
Punishable.” Filipino” by Toribia
Vanquished desires of
conquerors who dreamt of Maño
Stillness is yet their clearest 3. “Words” by Angela
expression empires,
Gold, trade and spice. Though Manalang-Gloria
In beckoning birds
and a paly breed 4. “Love for Our
Orchids onto their limbs. I stand with the ancients for Country”
Now bear in mind, my love and loyalty 5. “Patriotic Nation”
Each leaf falling Are as fish to the sea. I am
Is a precious page in their proud of my brownness,
petition My duty and destiny are thirty-
For still a verdant season. . . million brown men
Planting rice, husking coconut,
Never tell the children trees throwing nets far into the
are numb! Pacific
Each lovely flower Hacking mountains of iron,
Is a prayer, each fruit a coal, chrome, manganese and
pregnant poem; timber
In their living sum, To live. We are one and the
They are the crown of the same. A moving, restless
heartland and caravan
The whole kindred
realm
8
Of every horn, seed, petal, Of dark brown skins building a
foot, or wing. holy heritage of democracy
Piece by piece with our
DO: Loudly read the poem to dreams, sweat and death
the class. Then, let the As a bird builds patiently twig
students read aloud. by twig
The warm, brown circle of its
nest.
I am a Filipino. I believe in the
goodness and the bounty of
God,
I believe in the grandeur of
charity and peace as a cure
for the ills of man
For I am a Christian who looks
upon all men
As brothers whose task it is to
love.
I believe in my country and in
the deathlessness of my flag
For its every color is a history
of courage, sacrifice, death
Against injustice, tyranny,
oppression and hate.
I believe in my people as
noble keepers of the faith:
That all men are equal; that all
men are free.
I believe with verdant and
sprawling mountains, hills,
valleys, plains,
Lakes, waterfalls, rivers,
sunsets, beaches
And a generous sea. Alive,
sovereign, wondrously happy
in work and
Abundant with hope for my
people.
9
 I am proud to be a Filipino.

DO: Read the poem to the

class. Then, let the students
read aloud.
DO: Discuss the poem by DO: Discuss the poem by DO: Analyze the poem with DO: After the presentations,
asking the students the asking the students the the students. Focus on the discuss the meaning of
following questions: following questions: structure and sound pattern. diction. Relate how diction,
patterns, and motifs, help
1. What is the title of the 1. What is the title of the 1. What is the title of the authors reveal the overall
poem? Who is its poem? poem? theme of a poem.
author? 2. Who is the author of 2. Who is the author of
2. How many stanzas the poem? SAY: This time, we're going
the poem?
does it have? How 3. How many stanzas to explore diction. Are you
many lines do the 3. What is the main ready? Great!
does it have?
stanzas have? 4. How many lines do the theme of the poem?
3. To whom is the poem stanzas have? 4. What season is the Let's start with these
addressed? 5. What is the poem all speaker longing for in questions:
4. How does the poet about? the poem? 1. Based on the
describe the trees? 6. How does the author previous activity,
5. How does the
5. What do you think the describe Filipinos? what is diction?
Developing Understanding of speaker feel about
tree rings represent? 7. What value does the
the Key Idea/Stem the passing of time? 2. How does the choice
6. How does the poet
author want the of words affect the
make the trees seem 6. Can you differentiate
readers to develop? meaning of a poem?
alive? What do we between the tone,
8. How can we apply this
call this kind of figure which reflects the 3. Can you identify
of speech? to our daily lives?
9. Focusing on the style poet's attitude examples of specific
7. Which line from the words used in your
of the author, are there towards the subject
poem shows a
words or parts in the matter, and the assigned poem?
comparison of two
different things? How poem that are mood, which reflects What emotions or
do we call this figure repeated? Identify the emotional images do they
of speech? them. What do we call atmosphere created evoke?
8. Why does the poet this sound device in 4. Can you identify
for the reader?
say, "Never tell the poetry?
Provide examples recurring elements or
children trees are 10. Notice the line
from the poem to phrases in the text?
numb"? “Carpeted with rice,
corn, coconut, cane,
10
 9. What feeling does the trees.” What is the support your 5. How do patterns
poem give you? repeated sound? What explanation. contribute to the
10. What was the poet sound device is this? 7. How might the structure and
trying to convey in 11. Why do authors use poem's tone and organization of the
this poem? sound devices in
mood impact the text?
poetry?
reader's interpretation 6. Do you think the
of the speaker's patterns in the text
feelings of loss and effectively enhance
longing? the reader's
understanding of the
motifs? Why or why
not?
7. How do the diction,
pattern, and motif
help to develop or
reinforce specific
themes in the text?

ACTIVITY 1D: FINDING ACTIVITY 2D: SAY: We have an idea ACTIVITY 4D: GRAPHIC
FIGURES OF SPEECH DETERMINING SOUND already of tone and mood in ORGANIZING
DEVICES literature. This time, let us
SAY: In the poem, the author look at some examples of Instructions: Complete the
uses personification and DO: Let the students answer tone and mood. However, in graphic organizer found in
metaphor to convey the the exercise. In this exercise, the next activity, I want you the worksheet.
poem’s meaning. Let us the students will identify the to group them according to
Deepening Understanding of study the following examples sound devices: positive, negative, and
the Key Idea/Stem of figures of speech. neutral tone and mood.
1. (Repetition) In the
Directions: Study the quiet of the night, I Tone:
following excerpts and hear the whispers, Positive:
analyze the author’s use of Whispers of memories, admiring
figurative language. whispers of dreams. adoring
2. (Alliteration) affectionate
Whispering winds appreciative
11
1. (Simile) His speech is wove through the approving
like a whisper of a willow trees. calm
thousand bees. 3. (Assonance) The casual
– An excerpt from gleaming sea seemed celebratory
Toribia Mano’s poem to breathe beneath the cheerful
I Am Proud to Be a moonlight. comforting
Filipino 4. (Elision) In the twilight, comic
2. (Metaphor) Manila soft and low, compassionate
that is mother earth Whisp'ring winds begin conciliatory
for it brave enough to to blow. confident
own heroes killed for contented
unremembered cause delightful
– An excerpt from DO: Let the students identify earnest
Marra PL. Lanot’s the differences of the figures of ecstatic
poem Manila to Me speech from one another by elated
3. (Personification) helping them analyze the given empathetic
Trees are best at lines. encouraging
prayer. They lift their excited
boughs towards Him
exhilarated
and sing their
expectant
canticles in green.
fervent
– An excerpt from
forthright
Bliss Cua-Lim’s poem
Forest Matins friendly
4. (Hypebole) Ang iyong funny
ganda’y umaabot sa gleeful
buwan.Ang tibok ng gushy
puso’y rinig sa happy
kalawakan. hilarious
Translated in English: hopeful
Your beauty reaches humorous
the moon. Your interested
heartbeat is heard in introspective
the sky joyful
-An excerpt from light
Juan Karlos Labajo’s lively
song Buwan modest
nostalgic
optimistic
12
 5. (Onomatopoeia) passionate
Between the covers, playful
a choo-choo train… poignant
-An excerpt from proud
Peter Solis Nery’s reassuring
poem Between the reflective
Covers relaxed
respectful
DO: Let the students identify romantic
the differences of each by scholarly
helping them analyze the self-assured
given lines. sentimental
serene
silly
straightforward
sympathetic
tender
tranquil
whimsical
worshipful
zealous

Neutral:
commanding
direct
impartial
indirect
meditative
objective
questioning
speculative
unambiguous
unconcerned
understated

Negative:
abhorring
ambiguous
13
 ambivalent
angry
annoyed
antagonistic
anxious
apathetic
apprehensive
bewildered
biting
bitter
blunt
bossy
cold
conceited
condescending
confused
contemptuous
cynical
demanding
depressed
derisive
derogatory
desolate
despairing
desperate
detached
disappointed
disliking
disrespectful
doubtful
embarrassed
enraged
evasive
fatalistic
fearful
forceful
frantic
frightened
14
 frustrated
furious
gloomy
greedy
grim
harsh
holier-than-thou
hopeless
hostile
impatient
incredulous
indifferent
indignant
inflammatory
insecure
insolent
irreverent
lethargic
melancholy
mischievous
miserable
mocking
mournful
nervous
ominous
outraged
paranoid
pathetic
patronizing
pessimistic
pretentious
psychotic
resigned
sarcastic
scornful
self-deprecating
selfish
serious
15
 severe
sinister
skeptical
sly
solemn
somber
stern
stolid
stressful
suspicious
tense
threatening
tragic
uncertain
uneasy
unfriendly
unsympathetic
upset
violent

Mood
Positive:
amused
awed
bouncy
calm
cheerful
confident
contemplative
content
determined
dignified
dreamy
ecstatic
empowered
energetic
enlightened
excited
16
 exhilarated
flirty
giddy
grateful
harmonious
hopeful
hyper
idyllic
joyous
jubilant
liberating
light-hearted
loving
mellow
nostalgic
optimistic
passionate
peaceful
playful
pleased
refreshed
rejuvenated
relaxed
relieved
satisfied
sentimental
silly
surprised
sympathetic
thankful
thoughtful
touched
trustful
warm
welcoming

Negative:
aggravated
17
 annoyed
anxious
apathetic
apprehensive
barren
cold
confining
confused
cranky
crushed
cynical
depressed
desolate
disappointed
discontented
distressed
drained
dreary
embarrassed
enraged
envious
exhausted
fatalistic
frustrated
futile
gloomy
grumpy
haunting
heartbroken
hopeless
hostile
indifferent
infuriated
insidious
intimidated
irate
irritated
jealous
18
 lethargic
lonely
melancholic
merciless
moody
nauseated
nervous
nightmarish
numb
overwhelmed
painful
pensive
pessimistic
predatory
rejected
restless
scared
serious
sick
somber
stressed
suspenseful
tense
terrifying
threatening
uncomfortable
vengeful
violent
worried
After/Post-Lesson Proper
DO: Ask questions that DO: Ask questions that would DO: Ask questions that DO: Ask questions that
would generalize the lesson generalize the lesson of the would generalize the lesson would generalize the lesson
of the day. Focus on day. Focus on defining: of the day. Focus on of the day. Focus on
Making Generalizations and defining: a. repetition differentiating tone and defining:
Abstractions a. simile b. alliteration mood. Let the students a. diction
b. metaphor c. assonance create a Venn diagram. b. pattern
c. personification d. elision c. motif
d. hyperbole Tone:
19
 e. onomatopoeia a. Repetition: Repetition is a • The author's attitude SAY: Diction, motif, and
literary device where words, towards the subject patterns are essential
a. Simile is a figure of phrases, or sounds are matter or audience. elements in poetry that
speech that compares two repeated within a piece of • Conveys emotions or contribute to its depth and
different things using the writing to create emphasis, feelings such as meaning. Let's explore each
words "like" or "as." For rhythm, or to reinforce a theme. joyful, angry, of these concepts:
example, "Her eyes sparkled sarcastic, solemn,
like diamonds." b. Alliteration: Alliteration is the etc. Diction:
repetition of the same • Can be inferred from Diction refers to the choice
b. Metaphor is a figure of consonant sound at the the author's choice of and use of words in poetry. It
speech that directly refers to beginning of neighboring or words, imagery, and includes considerations such
one thing by mentioning closely connected words within other literary devices. as vocabulary, syntax, and
another to suggest a a sentence or phrase. • Sets the overall language style. The poet's
similarity between them. atmosphere or vibe of diction can significantly
Unlike a simile, a metaphor c. Assonance: Assonance is the the piece. impact the tone, mood, and
does not use "like" or "as." repetition of similar vowel overall meaning of the poem.
For example, "The world is a sounds within neighboring or Mood: By carefully selecting words
stage." closely connected words, but • The emotional and phrases, poets can
not necessarily at the beginning atmosphere or feeling evoke specific emotions,
c. Personification is a figure of the words. evoked in the reader create vivid imagery, and
of speech in which human or audience. convey complex ideas.
qualities are attributed to d. Elision: Elision is the • Created through Diction can range from
non-human entities or omission or slurring of one or descriptive language, simple and straightforward to
objects. For example, "The more sounds or syllables in a setting, and events. complex and abstract,
wind whispered through the word or phrase, usually for ease depending on the poet's
• Influences the
trees." of pronunciation or to fit a intentions and the desired
reader's emotional
particular meter or rhyme effect on the reader.
response to the text.
d. Hyperbole is a figure of scheme.
• Can be subjective
speech that involves extreme Motif:
and vary from reader
exaggeration to make a point A motif is a recurring theme,
to reader.
or create emphasis. For subject, or idea that appears
example, "I've told you a throughout a poem or body
Similarities:
million times." of work. It serves as a
• Both tone and mood unifying element that
e. Onomatopoeia is any word contribute to the enhances the poem's
overall interpretation coherence and depth. Motifs
that phonetically imitates or
and understanding of can take various forms, such
suggests the sound that it
a literary work. as symbols, images,
describes. For example,
"buzz," "clang," or "murmur." metaphors, or narrative
20
 • Both are influenced elements. They often carry
by the author's symbolic significance and
language, imagery, contribute to the overall
and use of literary meaning and interpretation of
devices. the poem. Common motifs in
• Both evoke emotions poetry include nature, love,
and feelings in the death, identity, and memory.
reader or audience. By using motifs, poets can
create layers of meaning and
Differences: invite readers to explore
• Tone is the author's themes on multiple levels.
attitude towards the
subject matter, while Patterns:
mood is the Patterns in poetry refer to
emotional recurring structures, rhythms,
atmosphere created or arrangements of elements
for the reader. within a poem. These
• Tone is explicitly patterns can manifest in
conveyed through the various ways, including
author's words, while rhyme scheme, meter, line
mood is inferred by length, stanza form, and
the reader based on repetition of words or
various elements of phrases. Patterns contribute
the text. to the poem's aesthetic
• Tone is consistent appeal, rhythm, and
throughout the text, musicality. They also help to
while mood may shift create coherence and unity
depending on the within the poem, guiding the
events or setting. reader through its structure
and enhancing its overall
impact. Poets often use
patterns deliberately to
reinforce themes, emphasize
key ideas, or evoke specific
emotions. Analyzing patterns
in poetry can offer insights
into the poet's craft and
enhance the reader's
understanding and
21
 appreciation of the poem's
artistic qualities.
ACTIVITY 1E: IDENTIFYING ACTIVITY 2E: DETERMINING ACTIVITY 3D: IDENTIFYING ACTIVITY 4E: SHORT QUIZ
FIGURES OF SPEECH SOUND DEVICES THE TONE AND MOOD
DO: Let the students have a
Direction: Identify the figure Direction: Identify the sound Determine the tone of the short quiz:
of speech used in the devices used in the following following poems. 1. Motif Identification:
following lines. lines. Poem 1: Read the following lines from
1. The twinkling stars The sun sets gently on the a poem and identify the
1. Life is a journey with traced their trails in the horizon, recurring motif:
its ups and downs. twilight. Casting golden hues across "The moonlight danced upon
2. The sun smiled down 2. O'er the hills and the sky. the waves,
on the earth. through the vale. A soft breeze whispers A silver path that the ocean
3. It took forever for the 3. The cat sat on the mat through the trees, craves.
bus to arrive. and spat. As nature bids the day It whispered secrets to the
4. I've told you a million 4. The old oak groaned goodbye. night,
times to clean your and moaned in the And bathed the world in its
room. storm. a) Joyful soft light."
5. The clock tick-tocked 5. I'm walkin' down the b) Serene
in the silence of the c) Melancholic
street. A) Love
Evaluating Learning room.
6. Ev'ry moment spent d) Anxious B) Nature
6. His laughter is like
with you is precious. C) Moonlight
music to my ears.
7. The rain in Spain falls Poem 2: D) Loneliness
7. Her cheeks are as
mainly on the plain. Dark clouds gather in the
red as a rose.
8. The classroom was a 8. The blazing sun sky, 2. Pattern Recognition:
zoo with unruly bathed the barren Lightning flashes, thunder Identify the pattern in the
students. desert in brilliance. roars. following lines from a poem:
9. The wind whispered 9. The shimmering silver The storm approaches with a "In the morning light, the
secrets through the moon silently soared. fury, world awakes,
trees. 10. The mouse found a Nature's wrath unleashed in With birdsong sweet and
10. The door creaked house with a thousand scores. dewdrops on the lakes.
open slowly. mouths. The flowers bloom, the trees
a) Hopeful sway,
b) Angry And life begins another day."
c) Nostalgic
d) Playful A) Rhyme Scheme: ABAB
B) Repetition of Sounds:
Poem 3: alliteration
22
 Birds sing merrily in the C) Meter: iambic pentameter
morning light, D) Imagery: visual
Flowers bloom with colors
bright. 3. Diction Analysis:
A sense of renewal fills the Analyze the diction used in
air, the following lines from a
As spring emerges, vibrant poem:
and fair. "The wind whispered secrets
through the trees,
a) Sad As the leaves danced in the
b) Peaceful gentle breeze.
c) Excited The sky above was painted
d) Irritated with hues,
Of pink and gold, as the day
Poem 4: withdrew."
Alone in the darkness, lost in
despair, Which word best describes
Searching for light, but the tone created by the
finding none there. diction in these lines?
Shadows surround, whispers
of fear, A) Joyful
A sense of emptiness, too B) Melancholic
heavy to bear. C) Serene
D) Energetic
a) Cheerful
b) Gloomy 4. Motif Analysis:
c) Indifferent Read the following lines from
d) Curious a poem and identify the
recurring motif:
Poem 5: "In the forest dark, where
Laughter echoes through the shadows play,
air, The trees stand tall, in a
Friends gather without a silent array.
care. The moonlight filters through
Joyful moments shared the leaves,
together, And whispers secrets the
Memories made that last night conceives."
forever.
23
 A) Darkness
a) Calm B) Nature
b) Sad C) Secrets
c) Happy D) Moonlight
d) Angry
5. Pattern Recognition:
Poem 6: Identify the pattern in the
The old oak tree stands tall following lines from a poem:
and proud, "In the city streets, where
Weathered by time, yet lights shine bright,
unbowed. We hustle and bustle through
Its branches reach out, the night.
strong and free, With dreams in our hearts
A symbol of resilience for all and stars in our eyes,
to see. We chase after life with no
compromise."
a) Somber
b) Hopeful A) Rhyme Scheme: AABB
c) Frustrated B) Repetition of Sounds:
d) Suspicious consonance
C) Meter: trochaic tetrameter
Poem 7: D) Imagery: auditory
Crisp leaves crunch beneath
my feet, Answers:
As I walk through the autumn
street. 1. C) Moonlight
The air is cool, the sky is 2. A) Rhyme Scheme: ABAB
clear, 3. C) Serene
A sense of peace surrounds 4. D) Moonlight
me here. 5. A) Rhyme Scheme: AABB

a) Annoyed
b) Relieved
c) Bored
d) Envious

Poem 8:

24
 Whispers of love on a gentle
breeze,
Dancing through the trees.
Hearts entwined, souls in
tune,
Underneath the shining
moon.

a) Playful
b) Romantic
c) Anxious
d) Confused

Poem 9:
The city streets are bustling
and loud,
People rushing, faces in the
crowd.
A sense of urgency fills the
air,
As everyone goes about their
affair.

a) Relaxed
b) Overwhelmed
c) Peaceful
d) Content

Poem 10:
Soft petals fall from the
cherry tree,
Drifting gently in the breeze.
A sense of tranquility fills the
air,
As nature whispers secrets
rare.

a) Anxious
25
 b) Serene
c) Angry
d) Playful

Answers:
1. b) Serene
2. b) Angry
3. b) Peaceful
4. b) Gloomy
5. c) Happy
6. b) Hopeful
7. b) Relieved
8. b) Romantic
9. b) Overwhelmed
10. b) Serene

Read each short poem

carefully and determine the
appropriate mood from the
options provided.

Poem 1:
In the heart of Manila,
bustling and bright,
Jeepneys roam through
streets day and night.
Smiles and laughter, a
cacophony of sound,
The spirit of the Philippines,
forever unbound.

a) Joyful
b) Melancholic
c) Excited
d) Serene

Poem 2:

26
 Rice terraces carved into
mountainsides,
A testament to the farmers'
timeless strides.
Each step a labor of love and
toil,
Nurturing the land's rich soil.

a) Serene
b) Hopeful
c) Nostalgic
d) Anxious

Boracay's shores, white

sands so fine,
Kissed by the sun, beneath
coconut palms they recline.
Turquoise waters, crystal
clear,
A paradise cherished year
after year.

a) Tranquil
b) Joyful
c) Anxious
d) Gloomy

Poem 4:
Mayon Volcano, majestic
and grand,
A sentinel watching over
Albay's land.
Its perfect cone, a sight to
behold,
Stories of legends, forever
told.

a) Reverent
27
 b) Fearful
c) Energetic
d) Calm

Poem 5:
Barong Tagalog, woven with
pride,
A symbol of Filipino heritage,
worn with stride.
Each stitch, each thread, a
story untold,
Of a nation's resilience,
strong and bold.

a) Proud
b) Melancholic
c) Curious
d) Relaxed

Poem 6:
Vigan's cobblestone streets,
echoes of the past,
Spanish colonial charm,
destined to last.
Heritage houses, standing
tall and proud,
Preserving history, amidst
the crowd.

a) Somber
b) Romantic
c) Serene
d) Energetic

Poem 7:
Tarsiers leap through Bohol's
lush green,
Tiny creatures, seldom seen.
28
 Eyes wide with wonder, in
their forest home,
Guardians of nature,
wherever they roam.

a) Playful
b) Mysterious
c) Peaceful
d) Tense

Poem 8:
Palawan's Underground
River, a wonder of the earth,
Carving through limestone, a
mystical birth.
Stalactites and stalagmites,
silent and still,
Nature's masterpiece, a thrill
to behold at will.

a) Majestic
b) Anxious
c) Melancholic
d) Confused

Poem 9:
Manila Bay, where the sun
sets low,
Painting the sky with a
golden glow.
Fishermen's boats,
silhouetted against the light,
A scene of beauty, a tranquil
sight.

a) Peaceful
b) Melancholic
c) Hopeful
29
 d) Joyful

Poem 10:
Bangus sizzles in the pan,
flavors so divine,
A taste of home, in every
bite, we find.
Adobo, sinigang, halo-halo
sweet,
Filipino cuisine, a culinary
feat.

a) Content
b) Playful
c) Melancholic
d) Excited

Answers:

1. a) Joyful
2. b) Hopeful
3. a) Tranquil
4. a) Reverent
5. a) Proud
6. c) Serene
7. b) Mysterious
8. a) Majestic
9. a) Peaceful
10. a) Content

ACTIVITY 1F: WRITING ACTIVITY 2F: WRITING ACTIVITY 3E: TONE AND ACTIVITY 4E: POETRY
FIGURES OF SPEECH SOUND DEVICES MOOD HUNTING HUNTING
Additional Activities for
Application or Remediation Directions: Write two Directions: Write two examples DO: Let the students look for DO: Let the students search
(if applicable) examples of every figure of of every sound device that you a poem that they like and on books and online for a
speech that you learned learned today. Write it in your make them identify its tone sample poem written by a
today. Write it in your and mood. Filipino poet. Make them
30
 notebook. Be ready to read notebook. Be ready to read identify the diction, pattern,
your work in the class. your work in the class. and motif.

Remarks
Reflection

31