School LA FILIPINA NATIONAL HIGH SCHOOL Grade Level GRADE 7
Learning Area ENGLISH
Teacher MELQUE C. DELA CERNA Quarter 1
DAILY LESSON JUNE 30- July 4, 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 NO. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners demonstrate their multiliteracies and communicative 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 (lyric, narrative, dramatic); evaluate poetry for clarity of
Standards 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.
C1. Learning EN7LIT-I-1 Analyze literary texts as expressions of individual or communal values within structural context
Competency
C2. Learning 1. Identify and 1. Share specific thoughts 1. Analyze the given 1. Define key terms on the 1. Identify key features
Objectives evaluate the or insights on Filipino poem according to the nature of sociocultural of poetry such as
structural, values discussed in class. basic elements. context in literary texts; form, structure,
biographical, 2. Write a short prayer 2. Express appreciation 2. Relate situations which devices, figurative
historical, and showing the elements of on preservation of are relevant and timely language, and
sociocultural context poetry. culture of the to social issues in the theme.
of a poem indigenous people community. 2. Define the
2. Discuss and 3. Share their ideas and significance of
suggest ways in thoughts about poetry for emotion,
solving social issues significant concepts culture, language,
in the poem from the poem and and creative
relate it to your specific freedom.
local identity or Filipino
identity in general
D. Content Poetry: Basic Elements
E. Integration Problem Solving Faith Cultural Awareness Friendship and Solidarity Nationalism
II. Learning https:// [Link] https://
[Link]/
Resources [Link] watch? ihraf-translates/tagakaulo-
v=XiK4OTPcQZ8&ab_chann
m/poem/philippines- anbspfilipino-poem-written-and-
el=SoManyStories translated-bynbspjohn-dave-b-
is-a-blessed-nation/ pacheco
[Link]
watch?
v=vGemji4uanU&ab_channel
=PruLifeUK
III. TEACHING AND LEARNING PROCEDURE
SPELLING (not SPELLING (not graded) SPELLING (not graded) SPELLING (recorded)
graded) 1. hospitality 1. rhyme 1. Biography Get into Groups:
1. Philippines 2. resilience 2. rhythm 2. History Form groups of 3-4
2. society 3. family 3. heritage 3. Solidarity students.
3. culture 4. Friendship Each group will receive
an envelope containing
A. Activating Prior A Mark of a Filipino Begin by asking Have the students express strips of paper with lines
Knowledge Show pictures depicting students to share their their thoughts about the from a poem.
Child friendliness values of Filipinos in various favorite Filipino poems images being presented. Work together to
These images are about unity,
Allow students to contexts and ask the or songs.
cultural preservation, and
arrange the strips in
present their output succeeding questions: Discuss the concept of solidarity in Brgy. Nueva
what you believe is the
poetry and its correct order to
from the previous Fuerza.
elements (rhyme, reconstruct the poem.
session to the group. rhythm, imagery, 1. Do you participate in
figurative language, these types of Child friendliness
Reflection on Learning etc.) in a brief review. activities in your
Activity: Sharing Introduce the concept barangay? Lead the class into
of cultural heritage 2. What emotions do answering these
Learning Moments you see in the
and its importance. questions:
and Areas for picture?
3. What Filipino values
What features of poetry
Improvement can you identify?
are being presented?
1. Group Formation: Consider form,
The teacher divides structure, sound
the class into small devices, figurative
groups. language, and theme.
2. Group Discussion:
Within each group,
students share their
observations about
their best learning
moments and areas
where they think they
can improve.
3. Consolidating
Answers: Each group
consolidates their
answers into a
summary. 1. "Have you ever
4. Class Presentation: experienced a situation
similar to the one shown in
Two representatives
the picture?
from each group 2. How did you feel as you
present their group's were reflecting on the
summary to the class. situation? What could
have been done better?
3. What Filipino value are
shown in the images?
4. List the values that could
be associated with the
picture.
B. Establishing Lead the students in Define Poetry.
Lesson Purpose discussing how these Child friendliness Child friendliness Child friendliness Segue: Do you know
Lead the students in Inform students that Lead the students in
learning can be who José Rizal is? What
examining the words they they will be analyzing expressing the importance
applied deeper in the have provided and ask them a poem and and influence of the contributions did he
lesson. how important these Filipino discussing its biography, history, and make to our nation?
values are in shaping our connection to sociocultural context in Reflecting on his life and
national identity and in Philippine culture. writing a poem. works will help us
honing them to becoming Clearly state the connect the poem to
better persons, especially in learning objectives.
Philippine culture and
school.
Ask: history.
1. What does this value mean Explain that Rizal’s
to you? writings reflect Filipino
2. How is this value reflected values, history, and
in your daily life or family? culture, and show how
3. Can you share a personal
poetry can be a
experience related to this
value? powerful tool to express
emotions and ideas.
Connect the discussion
to how Rizal used his
poems not just as art
but as a way to inspire
change and express love
for the country.
C. Developing and Let the students read Writing a Short Prayer (10 Analysis of Poetic Using the poem Tagakaulo,
Deepening the poem once more: minutes) Elements have the students fill out
Understanding the grid below.
1. Instruct students to write a Tagakaulo
After reading, have short prayer in poetry form by John Dave B. Pacheco
the students that incorporates the Filipino
accomplish the value their group discussed. When long-ago settlers set foot
In the mountains of Davao
assigned task per 2. Encourage them to use the Occidental,
We never regained the title of the
group. elements of poetry in their land
prayer. Imprinted on their tongues.
Group 1: How rich is 3. Provide a structure for those
Their words are too sharp,
Chests almost torn apart
the Philippines? who need guidance: Of our tribe, they have also claimed:
Group 2: What are the To work in the fields; husk
sugarcanes
A. Opening line (addressing a
problems that the higher power)
And harvest corn;
To offer income to their gentle palms
Philippines is facing? B. Expressing gratitude or a
And return meager coins
Group 3: What current request related to the
To spasmed, callused, scarred
social issues and Filipino value hands.
C. Using imagery or metaphor Whoever revolts
problems can be to enhance the message Has to prepare money for the burial
ground.
connected to the D. Closing line (expressing
poem? hope or blessing) Some left
From their woke-up-to-culture.
Group 4: What is the Others escaped
Even before morning.
tone of the poem? They know they can never come
back.
They know that the traces of their
footprints
Will be erased from the flood of grief
Give reasons to
support your answers To be remembered on the map of a
lifetime.
for question number That’s why I am writing this as a plea
And maybe find the lost
1. (Use the table
below as Who I am writing and maybe I can follow
Back the traces of violence
reference) Of my identity.
1. Guide students in
identifying the basic
elements of the poem:
A. Form
B. Line
C. Imagery
D. Sound
Devices
E. Figurative
Language
F. Theme
2. Group Activity:
Divide students
into small groups.
Assign each
group one
element of the
poem to analyze
and present their
findings to the
class.
D. Making Ask: Have the students Ask: Ask: Ask students to reflect
Generalizations 1. How important is it summarize the key points of Transition to discussing How does this on what they already
the lesson. how the poem reflects poem reflect
to know the structural, know about Rizal and
Filipino culture. Filipino values or
biographical, Importance of Filipino Highlight specific culture? his contributions to the
historical, and values in daily life. cultural aspects present Can you see Philippines. Then, guide
sociocultural context How poetry can be used in the poem and elements of your them in exploring how
of in analyzing a to express values and discuss their local identity in the biography, history, and
poem? beliefs. significance. poem? sociocultural context
Facilitate a discussion How does the
2. Is poetry an influenced Rizal’s
on the importance of poem contribute to
effective way of preserving culture and your understanding poetry. Encourage them
discussing social how poetry helps in of being a Filipino? to see poetry as a way
problems and its maintaining cultural How important to connect with their
solutions? heritage. Connect the friendship is in heritage and express
analysis of the poem to building solidarity. their own values, much
broader themes of
like Rizal did.
cultural preservation.
A. Evaluating In a group, discuss one Peer Rating Learners’ Takeaways Peer Rating
Learning problem connected to Exit Slip: 3, 2 1 Have the students answer
On a piece of paper, the a 5 item quiz on
the poem and
students answer the recognizing the
describe ways to solve following: biographical, historical, and
the problem. Present ● Write three things you sociocultural contexts found
the output through learned from this lesson. on the stanzas being
the following options: ● List down two things presented.
1. Slogan you want to learn more
about.
2. Facebook post
● Ask one question about
sharing a picture of the lesson.
the social issue/
problem
3. Editorial Cartoon
4. Short Poem
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