October 08, 2018.docx

CUYAPO NATIONAL HIGH SCHOOL Bulala, Cuyapo, Nueva Ecija DAILY LESSON PLAN IN ENGLISH VII (Based on DepEd Order No. 42, s. 2016 (POLICY GUIDELINES ON DAILY LESSON PREPARATION FOR THE K TO 12 BASIC EDUCATION PROGRAM) DATE: October 08, 2018 (Friday) GRADE AND SECTION: VII – PROSPERITY (10:00 – 11:00) I. OBJECTIVES A. Content Standard The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subjectverb agreement. B. Performance Standard The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic features of speech in various situations; and observing correct subject-verb agreement. C. Learning Competencies/Objectives (with code) Identify poem through elements Read between the lines Interpret meaning of a poem through illustrations II. CONTENT Philippine Literature, Poem “Sad Little Houses” by Amparo Asuncion III. LEARNING RESOURCES Power point Presentation Activity Sheet IV. PROCEDURES A. Before the Lesson PRE-READING a. The students share to the class the description of their dream house. b. Students describe their house by making an emoji of it. c. Teacher shows a picture of squatter area and the students describe what they see. B. During the Lesson READING PROPER a. Students receive their copy of the poem. They have a choral reading. b. Teacher discuss element of the poem. 1. Rhythm- this is the music made by the statements of the poem, which includes the syllables of the lines. The best method of understanding this is to read the poem aloud and understand the stressed and unstressed syllables. 2. Meter- Is the basic structural make-up of the poem. Do the syllables match with other? Every line in the poem must adhere to this structure. A poem is made up of blocks of lines, which convey a single strand of thought. Within those

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blocks, a structure of syllables which follow the rhythm has to be included. This is the meter or the metrical form of poetry. Stanza- defined as a smaller unit or group of lines or a paragraph in a poem. A particular stanza has a specific meter, rhyme scheme, etc. Based on the number of lines, stanzas are named as couplet (2 lines), Tercet (3 lines), Quatrain (4 lines) Cinquian (5 lines) Sestet (6 lines), Septet (7 lines) and Octave (8 lines). Rhyme- A poem may or may not have a rhyme. When you write poetry that has rhyme, it means that the last words or sounds of the lines match with each other in some form. Rhyme is basically similar sounding words like cat and hat, close and shows, house and mouse, etc. Free verse poetry, though, does not follow this system. Rhyme Scheme- it is defined as the pattern of rhyme. Either the last words of the first and second lines rhyme with each other, or the first and the third, second and the fourth ans so on. It is denoted by alphabets like aabb (1 st line rhyming with 2nd, 3rd with 4th); abab (1st with 3rd, 2nd with 4th); abba (1st with 4th, 2nd with 3rd) etc. Theme- is the central idea that the poet wants to convey. It can be a story, or a thought or a description of something or someone; anything that the poem is about. Symbolism-can stand for many things at one time and leads the reader out of a systematic and structured method of looking at things. Often a symbol used in the poem will be used to create such an effect. Imagery- used by the poet for readers to create an image in their imagination. Imagery appeals to all five senses. For e.g, when the poet describes “The flower is bright red”an image of a red flower is immediately created in the mind’s reader.

After the Lesson The students answer the comprehension questions in a one whole sheet of paper. 1. 2. 3. 4. 5. 6. 7. 8. 9.

What is the poem “Sad Little Houses” all about? Where do you see the picture created in the first stanza? Who are the people who once lived in these houses? Can you guess what they do for a living? Where can they be now? Describe some of the squatter houses that you have seen. What has the government done to provide better homes for the poor? What can you do to help the poor? Share your ideas. Try to draw the picture described in the poem. Draw your concept of a decent house.

V. ASSIGNMENT: Read: Research the biography of Amparo Asuncion VI. REMARKS

VII. REFLECTION

Prepared by:

Checked by:

SUNSHINE V. DACUMA Teacher I, English

MARLOU L. LADINES Head Teacher III

Noted: AURORA T. AGUILA School Principal IV