School LA FILIPINA NATIONAL HIGH SCHOOL Grade Level GRADE 7
Learning Area ENGLISH
Teacher MELQUE C. DELA CERNA
Quarter 3
DAILY LESSON JUNE 23-27, 2025
LOG Teaching Date & Time 7:30-8:15 HARMONY. 8:15 – 9:00 HUMILITY 9:45 – 10:30 HOPE 2:30-3:15 HONESTY 3:15-4:00 LOYALTY
WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (poetry) for clarity of meaning,
Standards 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 (lyric, narrative, dramatic); evaluate poetry for clarity of meaning, purpose,
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.
C. 1 Learning EN7LIT-I-1 Analyze literary texts as expressions of individual or communal values within structural context
Competency
2. Learning 1. Analyze the text and 1. Get acquainted with the 1. Identify and evaluate 1. Determine and 1. Identify and evaluate
Objectives identify the image elements of poetry the structural, differentiate the structure the structural,
and elements of a poem. biographical,
descriptions used in 2. Determine and differentiate biographical, historical,
historical, and
expressing one’s pride in the structure and elements of a and sociocultural context sociocultural context
identity poem of a poem of a poem
2. Cite instances in history 2. Discuss and suggest Discuss and suggest
that shows the use of poetry ways in solving social ways in solving social
in promoting nationalism issues in the poem issues in the poem
D. Content Poetry: Descriptions and Imagery
E. Integration Nationalism Patriotism Problem Solving Environmental awareness Problem Solving
[Link]
II. LEARNING https:// https:// https://
RESOURCES [Link]/ [Link]/ [Link]/
poem/philippines-is-a- poem/philippines-is-a- poem/philippines-is-a-
blessed-nation/ blessed-nation/ blessed-nation/
III. TEACHING AND LEARNING PROCEDURE
A. Activating Short Review: Let each group Unlocking Content Vocabulary Allow students to present Simple recall Lead the students in
Prior recite their crafted stanza on the Activity: Think and Pick! Word their output from the previous Call for responses on
previous session. Puzzle session to the group. previously discussed lesson.
discussing how these
Knowledge Ask: learning can be applied
1. How did you come up with Reflection on Learning deeper in the lesson.
such output? Activity: Sharing Learning
2. What did you feel as you were Moments and Areas for
reciting your outputs? Improvement
1. Group Formation: The
Lead the students to look into teacher divides the class into
the editorial cartoon. small groups.
2. Group Discussion: Within
each group, students share
their observations about their
The teacher introduces the "Think best learning moments and
and Pick!" word puzzle, which areas where they think they
contains key terms related to can improve.
poetry. 3. Consolidating Answers:
1. Word Puzzle Activity: Students Each group consolidates their
are given time to find and write answers into a summary.
down at least five words from the 4. Class Presentation: Two
puzzle in their notebooks. Words representatives from each
Ask the following questions: can be found horizontally, group present their group's
1. What does the cartoon show? vertically, and diagonally. summary to the class.
2. How do you feel while looking 2. Class Discussion: After
at the cartoon? completing the puzzle, the teacher
3. Why do you feel that way? asks the students:
4. Are you still proud of being a a. Are you familiar with the words
Filipino despite the fact the we you found in the puzzle? How
cannot defend our own land? familiar are you with these words?
b. Define or explain any of these
terms in your own words?
c. Now that you know the key
terms we will be using, what are
your expectations for our lesson on
poetry?
Agree or Disagree
Integration of Child-friendliness
The teacher will ask the students to
read and answer the following
statements below. The learners will
simply write ‘AGREE’ or
‘DISAGREE’ on their notebook.
Integration of Child-friendliness After answering and checking the Lead the students in discussing how
Lead the students in discussion how ‘Agree or Disagree’ activity. The these learning can be applied deeper
word choice and construction can be teacher will process the activity through in the lesson.
used to express one’s national pride. asking the students the following
questions:
1. What can you say about each of the
statement used in our ‘Agree or
Disagree’ activity?
2. Why is it important that you can
distinguish each element of poetry?
A. Establishing 1. The teacher will introduce the The class will read a poem out loud Let the students read the poem once Activity: Describing and Let the students read
nationalistic song "Ako Ay Pilipino." entitled “Philippines is a Blessed more: Reading**
Lesson Purpose 2. Listening and Singing: Nation” by Ramon Amancio Estanque. the poem once more:
First Listening: Play the song "Ako The reading will be divided per stanza, After reading, have the students 1. Image Description:
Ay Pilipino" once for the students to and guide questions will be asked for accomplish the assigned task per • The teacher shows an image
familiarize themselves with the tune every pauses. group. of a beach to the class. After reading, have the
and lyrics. • Students are asked to describe students accomplish the
Second Listening: Play the song a Philippines is a country Group 1: How rich is the Philippines? the beach as best as they can.
second time, encouraging students Blessed with beauties of nature, Group 2: What are the problems that Suggested image for a beach assigned task per group.
to sing along. A country that has the Philippines is facing?
3. Class Discussion: After the singing Their own unique culture. Group 3: What current social issues [Link]
activity, initiate a class discussion and problems can be connected to boracay Group 1: How rich is the
with the following questions: Though we may think Philippines the poem? beach-2065643/ Philippines?
a. General Impression: What are Is corrupted and poor, Group 4: What is the tone of the 2. Connecting to poetry: The
your thoughts about the song "Ako But with all the problems it faced, poem? teacher explains that good
Group 2: What are the
Ay Pilipino"? It was still able to endure. 2. Give reasons to support your descriptions are also problems that the
b. Emotional Response: How did the answers for question number 1. important in poetry, making Philippines is facing?
song make you feel? Guide Questions (Fulfill Me): (Use the table below as Who connections between the
c. Specific Emotions: Did you 1. Character: Who do you think is the reference) students’ descriptions Group 3: What current
experience any specific emotions one speaking in the poem? and the imagery used in poems. social issues and
while listening and singing (e.g., joy, 2. Characterization: What word/s
sadness, pride, love)? Why do you support the author’s claim to 3. Reading a Poem: The teacher problems can be
think you felt that way? “Philippines is an icon of resilience”? asks the students to read the connected to the
4. Identify specific lines from the 3. Conflict: Which line in the poem tells short poem "Song"
song where you based your that there is a conflict? by NVM Gonzales poem?
emotions. 4. Plot: How was the story revealed? Group 4: What is the
Behold the beautiful land,
Natural resources are also rich in this The young hills and the corn; tone of the poem?
land, In the green river’s womb
With farmers who work hard, hand in Children are born.
hand.
They plow the field and harvest grains, Honey’s in the forest Give reasons to support
For our sake, they work in pain. Blue fish in the sea;
The ash gray of the clearings
your answers for
Philippines has a very interesting Grows grain for me. question number 1.
history
It will certainly take time to uncover its 4. Discussion Questions: After
(Use the table below as
mystery reading, the teacher asks the Who reference)
And when all of these we’ll be able to following questions:
study, a. Name the character/s that
We’ll now understand its secrets and play or move.
beauty. b. What feeling do you think is
expressed in the poem. Cite a
Guide Questions (Find My Form): text or a line
1. What are the words that rhyme? c. What are the things described
2. What emotion or tone is present in in the poem?
the poem. Pick out the text evidence. d. What are some descriptive
3. What pattern is used? Look at how words you found?
the lines are being written. e. How did the descriptive words
4. Can you describe the choice of help you in analyzing the poem?
words (diction) used in the poem?
Integration of Child-friendliness
Yes, indeed, Philippines is a blessed
nation, Process the students answers
The one thing it lacks is diligence and and help them understand that
cooperation. those elements are present in
God loves this country and the poem.
understands our pain,
So if we strive harder, all our lost will
become
our gain.
Philippines might become a better
country one
day,
Because with God’s help, we know that
there’s
still a way.
Guide Questions (Color Me):
Color the words described by the
highlighted words. Then, answer the
following:
1. In what point of view the poem is
presented?
2. How are the sequencing of the idea
delivered?
B. Developing and Ask: Ask: Ask: Descriptive Words
Descriptive words help a writer
Deepening 1. What key words did you 1. What elements were shown 1. How important is it to create vivid mental images for
Understanding find in the song that focus on in the written work? know the structural, readers, painting
scenes, emotions, or sensory
nationalism? 2, When can we say that the biographical, historical, experiences through language.
2. How important is poetry in presentation of the message is and sociocultural context They can evoke specific
emotions or moods, adding
persuading others to love the effective? of in analyzing a poem? depth to the poem. Descriptive
country? 2. Is poetry an effective words provide specific
details that enhance the reader's
3. What particular instance in way of discussing social understanding and engagement
history were poetry used to problems and its with the poem.
They can describe physical
promote nationalism among solutions? characteristics, actions, or even
Filipinos? abstract concepts in a
4. Were these Filipino writers tangible way.
successful in their goal?
1. Making After viewing, discuss the Learners’ Takeaways Ask:
Generalizations video content using the Exit Slip: 3, 2 1
following questions: On a piece of paper, the
1. How important is it to
1. students answer the know the structural,
The video shared a writing tip in following: biographical, historical,
comparing and contrasting where ● Write three things you
a table is prepared to list factors and sociocultural
learned from this lesson.
for comparison in rows and items
● List down two things you context of in analyzing a
being compared in columns. How
can this help in writing a want to learn more about. poem?
comparison-contrast essay? ● Ask one question about 2. Is poetry an effective
2. the lesson.
Another writing tip given is
way of discussing social
preparing a Venn diagram? How problems and its
is this done?
3. solutions?
According to the video,
organizing information in
comparing and contrasting may
be done section by section or
point by point. Which between
the two do you prefer? Why?
4.
Were these writing tips explained
clearly in the video? What made
the explanations clear? What
made the explanations unclear?
5.
Were the animated visual
elements helpful in explaining
comparing and contrasting? If
yes, how did they help? If no,
why were they not helpful?
A. Evaluating Guide the students in another Fulfill Me, Point It Out! Find My In a group, discuss one
example of using the Venn Form, Color Me
Learning The class will read a poem out problem connected to
Diagram to generate ideas in
comparing and contrasting. loud entitled “For the Young the poem and describe
Yearning a Song of
Use the text on Sinulog and Green.” The reading will be ways to solve the
Ati-Atihan festivals covered in divided per stanza, and guide problem. Present the
the previous lesson. The questions will be asked
similarities of Sinulog and Ati- for every pauses. output through the
Atihan are placed in the following options:
overlapping parts of the For the Young Yearning a Song
of Green 1. Slogan
circles. The differences or
unique descriptions or By Arnold Molina Azurin 2. Facebook post
information about Sinulog Never tell the children trees are
sharing a picture of the
and Ati-Atihan are placed in numb social issue/ problem
the non-overlapping parts They hold secrets
Of soil or sun: they lisp their
3. Editorial Cartoon
quiet 4. Short Poem
Melodies of green
Exuberance to passerby. Twigs
trip the wind
So leaves may flutter
Their fragrant salutes, griefless
goodbyes.
Guide Questions (Fulfill Me):
1. Character: Who do you think
is the one speaking in the
poem?
2. Characterization: What word/s
support the author’s claim to
“Never tell the
children trees are numb”?
3. Conflict: Which line in the
poem tells that there is a
conflict?
4. Plot: How was the story
revealed?
B. Teacher’s Remarks
(Note observations on
any of the following
areas:
1. Strategies Explored
2. Materials Used
3. Learner
Engagement/
Interaction
4. Others
(Narrate the effective
practices and problems
encountered)
C. Teacher’s Reflection
1. Principles behind
teaching
What principles and
beliefs informed my
lesson?
Why did I teach the
lesson the way I did?
2. Students
What roles did my
student play in my
lesson
What did my students
learn? How did they
learn?
3. Ways forward
What could I have
done differently?
What can I explore in
the next lesson?
Prepared: Checked and Reviewed:
MELQUE C. DELA CERNA JERMELYN C. COVITA
Teacher II Master Teacher I