School CALUBE INTEGRATED SCHOOL Grade Level 7

K-10 Curriculum ENGLISH

CHARITY ANNE CAMILLE P. LAMAMA Learning Area
Weekly Lesson Log Name of Teacher
Teaching Date & Time JUNE 30- JULY 4, 2025 (1:00-1:45 PM) Week & Quarter WEEK 3, QUARTER 1

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

Monday Tuesday Wednesday Thursday Friday
The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (poetry) for clarity of meaning,
A. Content Standards
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 meaning, purpose,
B. Performance Standards and target audience; and compose and publish an original multimodal literary text (poem) that represents their meaning, purpose, and target
audience, and reflects their local and national identity.
Learning Competency
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.
C. Learning Competencies Learning Objectives:
and Standards  Recall key insights and concepts from the previous lesson on poetry.
 Interpret the meaning of words and phrases using context clues and affixes.
 Explore the author's background using a biography graphic organizer.
 Analyze a poem to uncover universal truths and essential life themes.
D. Content Poetry: Context Clues, Affixes and Author
E. Integration Sustainable Development Goal 4 Quality Education
II. LEARNING RESOURCES
Ayah al-Fatihah (The Opening) 1:5. (n.d.). [Link]. Retrieved May 25, 2024, from
[Link]
BrianBontes. (2020). Blessings -Laura Story with Lyrics [Video]. YouTube. [Link]
Ellis, M. (2023, 31 May). Affixes: Definition and Examples [Blog post]. Grammarly. [Link]
[Link]
Lamentations 3:22-23 The steadfast love of the LORD never ceases; his mercies never come to an end; they are new every morning; great is
your faithfulness. | English Standard Version 2016 (ESV) | Download The Bible App Now. (n.d.). In [Link].
[Link]
[Link]. (n.d.). [Link] [Link]
to-rescue-you-quote-1010650
Rizal, J. P. (n.d.). A Poem that Has No Title. All Poetry. [Link]
III. TEACHING AND LEARNING PROCEDURE
 Fill – in the Gaps
Direction: The paragraph
below provides significant
details about poetry. Fill in
the gaps with appropriate
A. Activating Prior Recap from yesterday’s Recap from yesterday’s Recap from yesterday’s Recap from yesterday’s
words such as articles,
Knowledge discussion discussion discussion activities
prepositions, or verbs from
the given list to ensure the
thoughts flow smoothly and
the text is comprehensible.
(See page 2)
Lay Down the End
More Practice Activity:
The teacher will present one
Using context clues The teacher will lead the
of the following thoughts
Direction: Carefully read the class to read the poem “A
reflecting faith or belief for
B. Establishing Lesson following lines and identify Poem that Has No Title “by
the class to ponder.
Purpose the clues to uncover their Jose P. Rizal.
Afterwards, encourage and
meanings. Circle your
allow students to answer and
answers from the provided (see page 10)
react to the following
choices.
questions.
Learners’ Takeaways
Author Study Day The Power of Words
Exit Slip: 3, 2 1
The teacher will present the The teacher will divide the
diagram and fact sheet to the class into six groups. Each On a piece of paper, ask the
C. Developing and Discussion of Context Clues Discussion on: class. Students will then form group will be assigned to student to provide what is
Deepening and How to Use Context  AFFIXES (Prefix groups of four to five explain the significance of being asked for:
Understanding Clues and Suffix) members and write their the following words in the ● Write three things you
output on cartolina or manila given material. Afterwards, learned from this lesson.
paper. Afterward, each group the group will choose a ● List down two things you
will present their work to the representative to present their want to learn more about.
class. work in front. ● Ask one question about the
lesson.
D. Making Tell the students that by using Continued discussion on: Guide Questions: Ask the following guide Reflection on Learning
Generalizations these strategies, they can  What is an Author? 1. How did you organize the questions: Direction: Complete the
become better at information provided to you? following open – ended lines
understanding and enjoying 2. How did creating and 1. How is the word in a short paragraph to get the
poetry, even when it includes completing the graphic "CREATOR" connected to key ideas of the lesson.
words they haven't seen organizer help you visualize the poem?
before. and understand Dr. Jose 2. What do you think is the
Rizal's role as an author? author’s relationship with the
3. What insights did you gain Creator? Which line
 supports your answer?
3. What did the Creator do
with His TROUBLES?
4. Whose POWER is
mentioned in the second
stanza?
5. How did the speaker
experience this power?
about yo
6. What do you think the
author meant by
"SHELTER"?
7. Where did the author
DESCEND?
8. What did the author’s
homeland lack besides
PRUDENCE?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
On their English 7 notebook,
Practice Activity: Context students are to define the
Clues in Poetry discussed topics based on
Instruct the students to: their own terms.
• Read each poem excerpt Songs Lift the Spirit!
carefully. Direction: Listen to the song
• Use the context clues “Blessings” by Laura Story.
provided in the surrounding Find similar thoughts the
Sharing of answers to the Sharing of answers to the
A. Evaluating Learning lines to determine the
class class
author of the song has with
meaning of the underlined Jose P. Rizal in the poem
word. discussed. Be guided by the
• Write the meaning of the following questions:
word and explain which type (see page 14)
of context clue helped
you (definition, synonym,
antonym, example, or
explanation).
B. Teacher’s Remarks Effective Problems Effective Problems Effective Problems Effective Problems Effective Problems
Note observations on Practices Encountered Practices Encountered Practices Encountered Practices Encountered Practices Encountered
any of the following areas:
 strategies explored

 materials used
  learner
engagement/

 interaction

B. Teacher’s Reflections

Reflection guide or prompt can

be on:
▪ Principles behind the
teaching
What principles and beliefs
informed my 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: Noted by:

CHARITY ANNE CAMILLE P. LAMAMA YELEN O. HERNANDEZ

Teacher 1 School Principal