School: Grade Level:

GRADES 1 to 12
Teacher: . Learning Area:
DAILY LESSON LOG Teaching Dates and
MELC BASED Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang Pangnilalaman
(Content Standards)

Pamantayan sa Pagganap
(Perfomance Standards)

Pamantayan sa Pagkatuto
(Learning Competencies)

Layunin
Lesson Objective

Objective: Students will

Objective: Students will Objective: Students will Objective: Students will identify and analyze rhyme Objective: Students will
identify and analyze identify and analyze identify and analyze and sound techniques used identify and analyze
various elements, imagery and symbolism in various elements and in villanelle poetry. themes and imagery used
techniques, and literary free verse poetry. techniques used in haiku in odes.
devices used in sonnets. poetry.

Paksang Aralin Lesson Plan 1: Exploring

(Subject Matter) Elements and Techniques Lesson Plan 2: Analyzing
Lesson Plan 1: Exploring in Haiku Poetry
Lesson Plan 2: Analyzing Rhyme and Sound in
Literary Devices in
Imagery and Symbolism in Villanelle Poetry Lesson Plan 3: Analyzing
Sonnets
Free Verse Poetry Themes and Imagery in
Odes

Kagamitang Panturo
(Learning Resources)
Pamamaraan
(Procedure)
a. Reviewing Previous
Lesson or Presenting the
New Lesson

b. Establishing purpose for

the lesson Activity 1: Introduction to Activity 1: Introduction to Activity 1: Introduction to Activity 1: Introduction to Activity 1: Introduction to
Sonnets Free Verse Poetry Haiku Poetry Villanelle Poetry Odes

1. Begin the lesson by 1. Begin the lesson by 1. Begin the lesson by 1. Begin the lesson by 1. Begin the lesson by
introducing the introducing free introducing haiku introducing introducing odes as
sonnet as a specific verse poetry as a poetry as a villanelle poetry as a a poetic form that
form of poetry. form of poetry that traditional form of specific form of celebrates and
Explain its does not adhere to a Japanese poetry poetry with a distinct praises a particular
characteristics, such specific rhyme known for its structure of 19 lines. subject, often with
as the 14-line scheme or meter. brevity and focus 2. Explain the elevated language
structure, meter, 2. Explain how free on nature. repeating lines and a formal
and rhyme scheme verse poetry often 2. Explain the (refrains) and the structure.
(either relies on vivid structure of haiku, rhyme scheme of 2. Explain the
Shakespearean or imagery and consisting of three ABA ABA ABA characteristics of
Petrarchan). symbolism to lines with a syllable ABA ABA ABAA. odes, including
2. Provide examples convey emotions pattern of 5-7-5. 3. Provide examples of their stanzas, meter
of famous sonnets and ideas. 3. Provide examples famous villanelles (often iambic
from poets like 3. Provide examples of classic haiku such as "Do Not Go pentameter), and
William of renowned free poems from Gentle into That themes that focus
Shakespeare, verse poets like renowned Japanese Good Night" by on admiration and
Elizabeth Barrett Walt Whitman, poets like Basho, Dylan Thomas. reverence.
Browning, or John Langston Hughes, Buson, or Issa. 3. Provide examples
Keats. or Sylvia Plath. of famous odes,
. such as "Ode to a
Nightingale" by
John Keats or "Ode
to the West Wind"
by Percy Bysshe
Shelley.
c. Presenting
example/instances of Activity 2: Identifying
the new lesson
Literary Devices in Haiku

1. Divide the students

into small groups
and give each group
a set of haiku
poems to analyze.
2. In their groups,
students will
identify and list
literary devices and
techniques used in
the haiku, such as
imagery,
juxtaposition,
seasonal words
(kigo), or
onomatopoeia.
3. Each group will
present their
findings to the
class, and together,
the class will
discuss how these
literary devices
contribute to the
essence and impact
of haiku poetry.
d. Discussing new concepts

e. Continuation of the
discussion of new
concepts
f. Developing Mastery
Activity 2: Analyzing Activity 2: Identifying Activity 2: Identifying
Activity 2: Identifying Imagery in Free Verse Rhyme and Sound Themes in Odes
Literary Devices Poetry Techniques
1. Divide the students
1. Divide the students 1. Provide students 1. Provide students into small groups
into small groups with a selection of with a selection of and give each group
and assign each free verse poems villanelles known a different ode to
group a different known for their for their skillful use analyze.
sonnet to analyze. powerful imagery. of rhyme and sound 2. In their groups,
2. In their groups, 2. In pairs or small techniques. students will
students will groups, students 2. In pairs or small identify and discuss
identify and list the will read and groups, students will the central themes
literary devices analyze the poems, read and analyze the celebrated in the
used in the assigned identifying the poems, identifying odes, noting the
sonnet, such as imagery used and the rhyme patterns, language and
 metaphors, similes, repetition of lines,
alliteration, and other sound
personification, or devices used.
enjambment. 3. Each group will
3. Each group will share their analysis imagery used to
present their its impact on with the class, and convey admiration
findings to the evoking responses together, the class and reverence.
class, and the class from readers. will discuss how 3. Each group will
will discuss how 3. Each group will these techniques present their
these literary share their analysis contribute to the findings to the
devices contribute with the class, and emotional impact of class, and together,
to the overall together, the class the villanelles. the class will
meaning and will discuss the
discuss how the
impact of the significance of
themes and imagery
sonnets. imagery in free
evoke responses
verse poetry.
from readers.

g. Finding practical
applications of concepts Activity 3: Writing Activity 3: Exploring Activity 3: Writing Haiku Activity 3: Writing Original Activity 3: Analyzing
and skills in daily living
Original Sonnets Symbolism in Free Verse Poems Villanelles Imagery in Odes
Poetry
1. Instruct students to 1. Instruct students to 1. Instruct students to 1. Provide students
write their own 1. Introduce the write their own write their own with a different set
sonnets using either concept of haiku poems villanelle poems of odes known for
the Shakespearean symbolism in following the 5-7-5 following the ABA their powerful
or Petrarchan form. poetry and its role syllable pattern. ABA ABA ABA imagery.
2. Encourage them to in conveying 2. Encourage them to ABA ABAA rhyme 2. In pairs or small
incorporate various deeper meanings use the literary scheme. groups, students
literary devices into and emotions. devices and 2. Encourage them to will read and
their sonnets to 2. Provide students techniques experiment with analyze the poems,
enhance the with a different set discussed in the sound techniques identifying the
emotional and of free verse poems previous activities such as alliteration, imagery used and
poetic impact. that prominently to create vivid and assonance, or how it contributes
3. After completing feature symbolism. evocative haiku consonance to to the overall
 poems. enhance the themes and
3. Individually,
3. After completing musicality of their emotional impact of
students will
their sonnets, their haiku, students poems. the odes.
analyze these
students will share will share their 3. After completing 3. Each group will
poems, identifying
their work with the work with the class their villanelles, share their analysis
the symbols used
class in a poetry in a haiku reading students will share with the class,
and the multiple
reading session. session. their work with the leading to a
layers of meaning
class in a poetry discussion on the
they add to the
reading session. significance of
poems.
imagery in odes.

h. Making generalizations
and abstractions about Activity 4: Creating
the lesson
Symbolic Poetry
Activity 4: Writing
1. Instruct students to Original Odes
write their own free
verse poems that 1. Instruct students to
employ vivid write their own
imagery and odes, choosing a
symbolism to evoke subject they deeply
meaningful admire or revere.
responses. 2. Encourage them to
2. Encourage students incorporate vivid
to draw from imagery and
personal powerful language
experiences or to convey their
broader themes that emotions and
resonate with them. celebrate their
3. After writing their chosen subject.
poems, students 3. After completing
will share them their odes, students
with the class, will share their
explaining the work with the class
imagery and in a poetry reading
symbolism session.
employed in their
work.
i. Evaluating learning
Test: Provide students with Test: Give students a set of Test: Students will be
a set of haiku poems with villanelles with the rhyme given a selection of odes
Test: Give students a set of Test: Provide students with some of the literary devices and sound techniques without any analysis or
sonnets with some of the a free verse poem without and techniques removed. removed. Ask them to explanations. Ask them to
literary devices removed. any analysis or Ask them to identify the identify the missing identify the central themes
Ask them to identify the explanations. Ask them to missing elements and elements and explain how celebrated in the odes and
missing elements and identify the imagery and explain how their presence their presence enriches the explain how the imagery
explain how their presence symbolism present in the enhances the haiku's villanelles' emotional used enhances the poems'
would enhance the sonnet's poem and describe how meaning and effectiveness. impact and effectiveness. overall impact.
meaning and effectiveness. these elements contribute
to evoking meaningful
responses from readers.

j. Additional activities for

application or
remediation
REMARKS

REFLECTION

a. Number of learners
who earned 80% of
the evaluation
b. Number of learners
who require
additional activities
for remediation who
scored below 80%
c. Did the remedial
lesson work?
d. Number of learners
who have caught up
with the lesson
e. Number of learners
who continue to
require remediation
f. What difficulties did
 I encounter which
my principal or
supervisor can help
me solve?
g. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?