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LESSON PLAN IN ENGLISH 7

MATATAG Curriculum
I. Curriculum Content, Standards and Lesson Competencies
A. Content The learners demonstrate their multiliteracies and communicative
Standard 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 The learners analyze the style, form, and features of Philippine poetry
Standards (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 EN7LIT-I-2 Analyze the maxims, universal truths, and philosophies
Competencies presented in the literary text as a means of valuing other people and their
and various circumstances in life.
Objectives
Learning Objectives:
At the end of the 45-minute session, 80% of the learners will be able
to:
1. Recall key insights and concepts from the previous lesson on
poetry;
2. Interpret the meaning of words and phrases using context clues;
and
3. Construct their own philosopy using unfamiliar words or
expressions with meanings.
CONTEXT CLUES
D. Content

E. Integration ESP

II. Learning Resources

Learning Website: https://www.masterclass.com/articles/what-is-conflict-
Resources inliterature-6-different-types-of-literary-conflict-and-how-to-
createconflict-in-writing

Website: https://www.twinkl.com.ph/teaching-wiki/types-of-conflict-
inenglish-literature

Video Clip: https://www.youtube.com/watch?v=J0S4HUflBhM

III. Teaching and Learning Procedures

A. Activating Prior Review
Knowledge Activity 1: True or False!
(Mind and Mood) 1. The teacher asks the students to identify what context of poetry is
(5 minutes) described.
2. The personal experiences and background of the writer
(biographical)
3. The societal changes and cultural shifts affecting the poem
(historical)
4. The themes and symbols used in the poem (socio-cultural)
5. Factors such as societal norms, values, beliefs, traditions, and
cultural identities shape themes, symbols, and language choices
within the poem. (socio-cultural)
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Feedback
The teacher asks the students to share their answers and process their
responses.

B. Establishing Lesson Unlocking of Difficulty

Purpose Activity 3: CHOOSE IT!
(Aims) Direction: Read the description carefully. Choose your answer from the
word box below. Write your answer to the blank provided before the
(8 minutes) number.
*Context clues *Antonym Clues *AfÏxes *Prefixes *SufÏxes
*Synonym clues
1. Hints or pieces of information within the poem that help readers
understand the meaning of difÏcult words or phrases.
2. A person who creates or produces written, spoken, or visual
works.
3. Small word particles, usually only a few letters, added to a root
word to change its meaning or grammatical properties
4. An opposite word or phrase is used to show what the difÏcult
word means by contrast (e.g., Unlike the vibrant spring, the winter was
dreary and dull).
5. AfÏxes attached to the beginning of a root word (e.g., "un-" in
"unhappy").

Note to the teacher: After unlocking the difficulties, the teacher ask this
question:
Prestructural:
- “Can you recall a time when you didn't know the
meaning of a word while reading?
- What did you do to figure it out?” Lesson purpose:
Teacher: Today, we will be discussing different ways to unlocked
difficult words in a literary text. (Objectives)

C. Developing and Explicitation

Deepening
Understanding Activity: Pair Reading
(Task and Thought)
Direction: Each pair will be given a handouts definition on types of
(12 minutes) context clues and example on each. They will be given time to read and
study the handouts.

Have the following guide question for their sharing:

1. What is the unfamiliar word in the text?
2. What do you think is the meaning of the unfamiliar words?
3. What helps you come up with the meaning of the word without
using a dictionary?
Context Clues
Context clues in poetry are hints or pieces of information within the
poem that help readers understand the meaning of difficult words or
phrases. These clues can come from the words and sentences surrounding
the unfamiliar word, helping readers figure out its meaning without
needing to look it up.
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Types of Context Clues

Definition Clues: Sometimes the poem will provide a definition for a
difficult word right in the next line or within the same line (e.g., The
night was somber, dark and gloomy).
Synonym Clues: The poem might use a word that means the same thing
as the difficult word to help explain it (e.g., The child was elated, filled
with joy and happiness).
Antonym Clues: An opposite word or phrase is used to show what the
difficult word means by contrast (e.g., Unlike the vibrant spring, the
winter was dreary and dull).
Example Clues: The poem gives examples that help explain the difficult
word. (e.g., The meadow was teeming with wildlife: rabbits, deer, and
birds were everywhere).
Explanation Clues: The poem explains the difficult word in more detail
within the surrounding lines (e.g., The ancient tree, a giant oak with
sprawling branches, stood as a sentinel in the forest).

Practice Activity: Context Clues in Poetry Instruct

the students to:
•Read each poem excerpt carefully.
• Use the context clues provided in the surrounding lines to
determine the meaning of the underlined word.
• Write the meaning of the word and explain which type of
context clue helped you (definition, synonym, antonym, example, or
explanation). Example: Poem Excerpt: "The old mansion was eerie, with
its creaking floors and ghostly shadows." Meaning: spooky or creepy.
Type of context clue: Explanation.
1.Poem Excerpt: "The sky was azure, a bright blue that stretched across
the horizon."
Meaning: ____________
Type of context clue:____
2. Poem Excerpt: "The warrior was valiant, brave and fearless in the face
of danger."
Meaning: ____________ Context
Clues in Poetry

Answer Key: 1. Meaning: Bright blue. Type of Context Clue: Definition. 2.

Meaning: Brave and fearless. Type of Context Clue: Synonym. 3.
Meaning: Pleasant sounding. Type of Context Clue: Example. 6 Type of
context clue: ____________ 3. Poem Excerpt: "Her voice was melodious,
like the sweet sound of a harp." Meaning: ____________ Type of Context
Clue: ____________ 4. Poem Excerpt: "The room felt claustrophobic,
unlike the wide-open spaces of the park." Meaning:
____________ Type of Context Clue: ____________ 5. Poem Excerpt:
"The child was exuberant, filled with energy and excitement." Meaning:
____________ Type of Context Clue: ____________ 6. Poem Excerpt:
"The storm was ferocious, with strong winds and relentless rain."
Meaning: ____________ Type of Context Clue: ____________

Lesson Activity
Activity 6: Share It!
 After discussing their answers with their partner, they then share
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their consolidated answers with the class.

Note to the teacher: After all pairs have shared their responses, the
teacher gives rejoinders, if necessary, for better understanding of the text
and the focus of discussion (conflict- character vs. society).

Learners’ Takeaways
• If you were Lam-ang, what lesson/values would you share to your
siblings, relatives, neighbors, or future children from the fight
that you had with your enemies? Why?
D. Making
Generalization Reflection on Learning
(5 minutes) • What significant things you learned from the lesson and activities
you have engaged in?
(Abstractions)
• What cultural values and traditions are highlighted through the
conflicts Lam-ang faces with other characters contribute towards
you becoming a better version of yourself?
IV. Evaluating Learning: Formative Assessment and Teacher’s Reflection
E. Evaluating Activity 7: Justify It
Learning
(Tools for Assessment) The class will be divided into 5 groups. Each group is assigned with a
given text, and will analyze if it is a man vs society type of conflict. Then,
(15 minutes) they will justify their answer and explain how the character solve the
conflict.

F. Teacher’s
Remarks

(Annotations)
G. Reflection

(Gaps and
gains)
Date Submitted: July 29, 2024

Prepared by:

MARIELLE L. VILLAGONZALO
SST-1