DAILY LESSON LOG

Learning Area ENGLISH 7 Quarter One

Name of Teacher Roselle Mae M. Raguindin Grade Level Grade 7
August 12, 2024
Date/s Section FAITH
August 15, 2024

Week 4
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content
I. OBJECTIVES and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate their multi literacies and communicative competence in evaluating Philippine literature (poetry) for clarity of meaning, purpose, and
Content Standards
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, and target
Performance Standards 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.
Analyze the maxims, universal truths, and philosophies presented in the literary text as a means of valuing Examination Day
other people and their various circumstances in life.
1. Recall significant points learned from the previous lesson about a literary text called Poetry.
Learning Competencies 2. Identify and explain common literary devices used in poetry.
3. Analyze the poem “A Poem That Has No Title” by Jose P. Rizal for general truths and convictions of essence to life.
4. Create a poetry one-pager.

Learning Targets I can recall key points about I can convey the meaning I can identify and explain I can summarize the key Examination Day
the role and significance of of idiomatic expressions by common literary devices used themes, literary devices, and
poetry. analyzing word roots. in poetry. universal truths presented in
poetry.
I can identify and explain I can analyze the poem "A
common literary devices used Poem That Has No Title" by
in poetry. Jose P. Rizal to understand
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 I can analyze the poem "A the universal truths and
Poem That Has No Title" by philosophies presented in it.
Jose P. Rizal for its universal
truths and philosophies. I can create a poetry one-
pager that visually represents
I can create a poetry one- my understanding of the
pager that reflects my poem’s themes and literary
understanding of literary devices.
devices and life lessons from
the poem. I appreciate and value the
significance of understanding
others’ circumstances through
the messages conveyed in
poetry.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Topic: Introduction to Literary Analyze deeper examples of Gallery Walk of Poetry One- Quiz and Activity Day Examination Day
Devices in Poetry literary devices in poetry. Pagers: Showcase
II. CONTENT Practice identifying and understanding of literary
explaining the use of these devices through creative
devices. projects.
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
III. LEARNING RESOURCES well as paper-based materials. Hands-on learning promotes concept development.
Teacher’s Guide pages
Learner’s Material/Textbook pages
The road not taken: "A Poem That Has No Title" Poetry Foundation: Examination Day
https://www.poetryfoundation. by Jose P. Rizal: https://www.poetry
Additional Materials from Learning Resources
org/poems/44272/the-road- https://allpoetry.com/A-Poem- foundation.org/
(LR) portal and other Supplementary Materials
not-taken That-Has-No-Title

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Monday Tuesday Wednesday Thursday Friday
A. Engage · Activity: Begin the lesson Warm-up Activity: · Activity: Start the lesson by Quiz/Activity
To capture students’ interest and stimulate
their curiosity. Teachers present a scenario,
with a thought-provoking recalling the previous lesson's
Examination Day
question, or problem to connect with question: "What is the role of  Begin with a quick recap of the key points about poetry,
students' prior knowledge and experiences.
poetry in expressing universal previous lesson on poetry. Ask particularly the common
truths about life?" students to share one literary literary devices used in poetry
device they remember and give (e.g., metaphor, simile,
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 · Discussion: Facilitate a brief imagery, symbolism).
class discussion where an example from any poem they
students share their thoughts. know. · Question: Ask students,
 Pose a question: "What do you "Why do you think poets use
think makes a poem powerful? Is literary devices in their poems?
it the words, the message, or How do these devices help
something else?" Encourage convey the poet’s message?"
students to share their thoughts. · Connection: Introduce
today’s poem, "A Poem That
Has No Title" by Jose P. Rizal,
and explain that students will
explore the universal truths
and philosophies within it.

B. Explore · Activity: Provide students Exploration Activity: · Reading Activity: Provide

To provide students with hands-on
experiences to investigate and explore the
with an excerpt from a well- each student with a copy of the
concept. Students engage in activities that known poem (e.g., "The Road  Provide students with access to poem. Have them read it
allow them to observe, question, and
experiment.
Not Taken" by Robert Frost) online resources like the Khan individually, marking any
and ask them to identify any Academy page on poetry and literary devices they identify
literary devices they notice. literary devices. Assign them to and jotting down initial
work in pairs to review the thoughts on the poem's
· Group Work: Divide definitions and examples of message.
students into small groups and metaphor, simile, personification,
assign each group a different imagery, and symbolism. · Group Discussion:
literary device (e.g., metaphor,  Afterward, have each pair Organize students into small
simile, personification). Each discuss which of these devices groups to discuss their
group will explore examples of they think might be most findings. Encourage them to
their assigned device in the important in conveying deep share the literary devices they
poem. truths in poetry. found and their interpretations
of the poem’s meaning.
C. Explain · Mini-Lecture: Introduce and Class Discussion: · Class Discussion: Facilitate
To encourage students to articulate their
understanding and to introduce formal
explain common literary a class discussion where each
definitions and concepts. Teachers facilitate devices used in poetry, such as  Facilitate a discussion on the group shares their insights.
discussions, provide explanations, and
guide students to connect their exploration
metaphor, simile, common literary devices Guide the discussion to cover
to scientific concepts. personification, symbolism, and identified during the exploration the poem's general truths and
imagery. Provide definitions activity. Encourage students to philosophies, focusing on how
and examples. articulate their understanding of Rizal uses literary devices to
each device and how it is used to express his ideas.
· Interactive Slide Deck: Use
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 a Google Slides presentation to · Introduction of Concepts:
outline each literary device. convey meaning in poetry. Explain any new literary terms
Include interactive elements  Introduce the poem "A Poem or concepts that arise during
like short quizzes or matching That Has No Title" by Jose P. the discussion, ensuring that
activities. Rizal. Provide students with the students understand how
text and give a brief background these contribute to the poem’s
· Class Discussion: Discuss on the poem and its historical themes.
how these literary devices help context.
convey universal truths and  Read the poem aloud as a class,
philosophies in poetry. then guide students to identify
the literary devices used in the
poem. Discuss how these
devices help express the
universal truths and philosophies
presented in the text

D. Elaborate · Activity: Distribute copies of Analysis and Creation Activity: · Creative Activity: Introduce
To allow students to apply their
understanding to new situations and
the poem "A Poem That Has the concept of a poetry one-
deepen their knowledge. Students engage No Title" by Jose P. Rizal.  Instruct students to work pager. Explain that students
in activities that extend their learning and
challenge them to use their new knowledge individually to analyze the poem, will create a visual
in different contexts. · Analysis Task: Guide focusing on the general truths representation of their
students in analyzing the poem and philosophies about life that understanding of the poem,
for its use of literary devices Rizal presents. Encourage them incorporating the literary
and the universal truths it to think about how the literary devices, themes, and
conveys. Students should devices used enhance these philosophies discussed.
highlight examples and write messages.
short annotations.  Introduce the poetry one-pager · Instructions: Provide
activity. Explain that they will guidelines for the one-pager,
· Pair Work: Students will including required elements
work in pairs to discuss the create a one-page visual
representation of the poem, such as a central quote, visual
general truths and convictions symbols, and an explanation of
of essence to life that they including:
o A central image or
the poem’s message.
identify in the poem.
illustration that
represents the poem’s
message.
o Key lines from the
poem, with explanations
of their significance.
o Identified literary

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 devices and their
contributions to the
poem’s overall
meaning.
 Provide students with art
supplies and allow them to begin
creating their one-pagers.
Students can also use online
tools like Canva if they prefer a
digital format.

E. Evaluate Assessment: Ask students · Presentation and Peer Feedback: · Gallery Walk: Once the
To assess students’ understanding and
skills, and to provide feedback. Both to create a poetry one-pager, one-pagers are complete,
formative and summative assessments are a creative synthesis that  Allow students to present their organize a Gallery Walk where
used to measure students' learning and
progress. includes the following: one-pagers to the class. students display their work
Encourage them to explain the around the classroom.
 Key literary devices reasoning behind their design Encourage them to walk
used in the poem. choices and how they interpreted around, observe their peers’
 The universal truths the poem. work, and leave positive
and philosophies they  Provide an opportunity for peer feedback on sticky notes.
identified. feedback, with classmates
offering constructive comments · Peer Evaluation: Provide a
 A personal reflection simple rubric for students to
on how these truths on each other’s work.
assess each other’s work
relate to their own based on creativity,
lives. · Assessment:
understanding of literary
devices, and the clarity of the
 Use a rubric to evaluate the one-
poem’s message.
pagers, considering creativity,
accuracy in identifying literary · Teacher Assessment:
devices, depth of analysis, and Collect the one-pagers for
overall presentation. further evaluation, using a
rubric that includes criteria for
creativity, literary analysis, and
effort.

Values Integration · Discussion: End the lesson  Discuss how Rizal’s poem, while · Reflection: End the lesson
Incorporating ethical and moral principles rooted in a specific cultural and
into the curriculum to help students develop
with a discussion on how with a reflection activity. Ask
character and positive attitudes alongside poetry, through its literary historical context, reflects students to write a short
academic knowledge. universal truths about life,
devices and universal truths, paragraph about how
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 helps us to value and freedom, and the human understanding poetry can help
understand other people's condition. Relate this to the them appreciate and value the
circumstances. Encourage importance of valuing others’ experiences and
students to share how the perspectives and circumstances circumstances of others.
poem resonated with their own in life.
experiences. · Sharing: Allow a few
students to share their
· Reflection: Ask students to reflections with the class,
write a short reflection on how highlighting the importance of
understanding the maxims and empathy and understanding in
philosophies in poetry can help literature and life.
them in their daily interactions
with others.

I. REMARKS
Prepared by: Checked by: Reviewed by: Approved by:
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
II. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
No. of learners who earned 80% in the
No. of learners who require additional Did the remedial lessons work? No. of No. of learners who continue to Which of my teaching strategies What difficulties did I encounter which What innovation or localized materials
evaluation activities for remediation who scored learners who have caught up with the require remediation worked well? Why did these strategies my principal or supervisor can help me did I use or discover which I wish to
ROSELLE MAE M. RAGUINDIN.LPT below 80% KRISTINE FAITH lessonG. ALEJANDRO, LPT JOHN CLYDE M. RANCHEZ, LPT
work? TESSIEsolve? C. PASION, MAEdshare with other teachers?
Subject Teacher Grade School Coordinator Academic Coordinator School Principal

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