DLP2

The PRIMALS Compendium of Teaching Resources
ENGLISH LESSON PL ANS FILIPINO LESSON PL ANS L I T E R AC Y S T R AT EG I E S
If Our Eyes Were a Camera

Grade 7 | Literary (Shape Poem)
If our eyes were a camera, we would be able

to capture every single face, every single
emotion, defying memory and time. However,
this is not so, according to this shape poem.
Moments we see pass by—some of them we
remember, and some we forget.
The detailed lesson plan uses various
strategies, including Directed Reading-Thinking
Activity (DRTA) and multi-media activities
for comprehending and appreciating shape
poetry. Explicit skills development focuses on
the identification and use of if-clauses.
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Table of Contents
Text 02
Lesson Plan 04
Daily Lesson Log 24
Text
If Our Eyes Were a Camera

by Patriluz C. Manongsong
If our eyes were a camera, it would be filled with shots of strangers. It would be filled with their
faces.— their different angles, at different degrees of contrast

stories. Then, they'd become friends, or lovers, or
eir
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em
to pain, anger, bliss, sadness,— would be
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Some we choose to forget.
e
some would be stolen. There would be times we
ed
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be times we take
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Some we just
memory and time.

single face, every
we choose to
just forget.
Bu remember Some we lo
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a camera. Every single life passed

m
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them from a safe distance.If our eyes were
and brightness, at different places, at different circumstances, some would be planned ,
2 The PRIMALS Compendium of Teaching Resources | ENGLISH

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If Our Eyes Were a Camera 3

LES S O N P LA N > PART 1
Part 1:
Before-During-After: Focus on Text
OBJEC TIVE S
A. Expressive Objectives
• Reflect on the limitations of human eyes as compared to a camera

• Understand that regrets are part of human nature
• Establish familiarity with the uniqueness of a shape poetry
• Appreciate visualization in forming the theme of a poem
B. Instructional Objectives
• Use context clues to identify the meaning of unfamiliar words

• Predict the message of the poem through its title and form
• Make predictions on the possible details of the poem
• Note significant details of the poem read
• Explain literary devices used (EN7LT-III-d-2.2.2)
• Identify the poetic devices used that facilitate better understanding of the poem
• Give varied insights and reactions on the structure of a shape poetry
• Point out the similarities and differences of eyes and camera based on own previous
knowledge and details in the poem
• Determine salient images that contribute to the understanding of the poem
• Relate the message of the poem to one’s experience
• Write a shape poetry
• Demonstrate understanding and appreciation of the shape poetry read through the
performance of varied engagement and enrichment activities
CONTE NT
Reading Text: “If Our Eyes Were a Camera” (A Shape Poem) by Patriluz C. Manongsong
LEAR NING RE SO URCE S
• Pictures of the following: eyes, camera, scenes from different occasions, with a variety of
subjects, angles, emotions, shots, recent events, a group of people stranded at a waiting shed
while waiting for the rain to stop, a student crying because he failed in the test, a worried old
woman who seems to be crossing the street, and children playing outdoor under the heat of
the sun
• Short bond paper, metacards, Manila paper, coloring materials, cartolina, Semantic Map,
anticipation guide, thought bubbles, Venn Diagram, Imagery Chart, Visualization Chart,
illustration board, exit ticket, and K-W-L Chart

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P ROC E D URE S
P RE -RE A DI NG D U R I N G R EAD I N G P O ST R EAD I N G
1. Developing vocabulary / concepts

a. Lead the learners to think of an inanimate object they wish to be. Then, ask them to draw
the shape of that object on a short bond paper. Tell them to write down their reasons for
choosing that inanimate object to represent themselves.
Begin by saying: If I were a I would .
When they are done, ask them to color their work. Call volunteers to share their work to
the whole class.
Discuss the relationship of shapes and colors to humans. Explain that shapes and
colors create meanings to our life since these things relate to various tones, moods, and
emotions we feel and such things can be expressed in poetic forms. Likewise, tell them
that shapes can be used as a structure of poetry.
Formative Assessment Point: Drawing an Image

Having the learners draw an image can be a form of formative assessment where they can show their
understanding of a concept. In building the background knowledge phase of the lesson, encourage
the learners to share what they think about their drawing to activate their prior knowledge of shapes
and their relationship to one’s life.
b. Call pairs to read aloud the following dialogue.

Student A: This is Pat’s viral photo. It is a stolen shot. You know what? She’s not aware
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of it. You can zoom in this photo so you can examine its smallest details.
Student B: Really? The unknown photographer seems to take a picture of her from
a safe distance, probably meters away from her. Nonetheless, this shot
is a great one!
Student A: I think any captured photo seems to defy memory. It even resists time
and space.
Student B: Yes, I agree. There is always bliss in capturing photos of precious
moments. Whenever we take our selfies, we are completely happy,
aren’t we?
Have learners read the underlined unfamiliar words/phrases written on separate

metacards. Allow them to guess at the meaning of the given words/phrases based on
how they are used in the dialogue. Ask these questions to probe what the meanings of
the words/phrases are:
• What is a stolen shot? (taking photos of people who are unaware of it)
• What does zoom in mean? (to examine the smallest details)
• What do you mean by distance? (from a place which is far away)
• What do you mean by defy? (to resist or challenge)
• What do people feel when they are in a state of bliss? (complete or perfect happiness)
Call individual learners to use the given words/phrases in their own sentences.

P RE -RE A DI N G DU RI N G R EAD I N G P O ST R EAD I N G
Formative Assessment Point: Hand Signals

Ask the learners to display a Thumbs Up sign if they know what the word means, and a Thumbs Down
sign if the word is new and unfamiliar.
2. Activating prior knowledge
Note: This activity may be done either by the whole class or in groups if there is still
sufficient time.
Ask learners to form groups of 3-5. Each group will be given a template of a semantic map
shown on a Manila paper about the word camera. Ask: What comes into your mind when
you hear the word camera?
Guide them in categorizing the words they will generate. Possible answers are provided in
the sample semantic map. These may change depending on the learners’ responses.
Semantic Map
Develop Zoom
Souvenir Camera Stolen Shot
Memory Heartbreak
Have the groups present their semantic map. Based on the accomplished semantic map,
have each group provide hugot lines to predict what the poem will likely be about.
Possible Answers:
• Not all people passing by our life are meant to stay. Most of them are really just
passing by. They are like cameras catching us in an unprepared moment as a
stolen shot.
• Like a camera, there would be someone to capture our wacky side so we
develop feelings.
• We zoom them in inside our hearts, but they zoom us out of their lives.
• Experiences are wonderful, yet, what’s left is just a memory, a souvenir as we end
up moving on.
Formative Assessment Point: Semantic Mapping

• Using semantic maps allows learners to perceive relationships between concepts through
diagramming key words that are related to the concept. This activity should enable the
teacher to determine what prior knowledge learners have about the text to be read.
• Call volunteers to share their hugot lines. Give feedback to learners’ responses.

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3. Developing a purpose for reading
a. Predicting the poem’s message: Lead the class into reading the poem. Ask them to look
at the title. Ask: What do you think will be the message of the poem based on its title?
Let the learners accomplish the following anticipation guide.
Anticipation Guide: It’s All in the Title

Title of the poem: -
Based on the title, what do you think this poem might be about?
Based on the title, what information do you think might be in this poem?
In the space provided below, draw what you think are the two main images compared in
the poem based on the title.
Formative Assessment Point

• Have the learners use Quick-Write Strategy to fill out the “It’s All in the Title” anticipation guide.
Give them at least five minutes to write their predictions quickly on what the poem will be
about based on its title.
• Process their answers. Provide feedback.
Point out that the poem is an example of shape poetry which describes both eyes and a
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camera. Tell them that they will be viewing a video to better understand these two concepts.
b. Refer to the link: https://www.youtube.com/watch?v=OGqAM2Mykng

After viewing the video, ask learners what they have learned about the similarities and
differences between eyes and camera.
Motivation Questions:
What wonderful experiences in your life are worth-remembering? Why? How were you
able to capture those wonderful experiences?
Motive Questions:
In what ways are the eyes and camera similar and different?
Why did the speaker in the poem say that our eyes weren’t a camera?
c. Review what a shape poetry is. (A shape poem is a type of poem that describes an
object and is shaped the same as the object it is describing. It is a poem designed in the
shape of something.)
Lead the learners into reading the poem “If Our Eyes Were a Camera” by Patriluz C.
Manongsong.

P RE -RE A D I NG DU RI N G R EAD I N G P O ST R EAD I N G
Directed Reading-Thinking Activity (DR-TA)
Divide the poem into several segments. Ask predicting questions before reading aloud each
segment of the poem. Then read aloud and stop to let the learners confirm or revise their
previous predictions, and make new predictions about what will be read next.
Ask:
What characteristics would our eyes have if they were a camera?
If our eyes were a camera, it would be filled with shots of strangers. It would be filled with
their faces.
— their different angles, at different degrees of contrast and brightness, at different
places, at different circumstances, some would be planned, some would be stolen. (STOP)
Have learners share the images that come to their mind. Let them point out the
characteristics of eyes, if they were a camera, based on the segment of the poem that was
read. Ask: What would our eyes, if they were a camera, do to strangers? What would be the
kind of shot they would take?
There would be times we zoom in to their stories. Then, they’d become friends, or lovers,
or enemies. There would be times we take a long shot, and look at them from a safe
distance. (STOP)
Have learners point out that eyes zoom in to the strangers’ stories and there would be times
they take a long shot. Ask: What emotions would be captured if our eyes were a camera?
What would they defy?
If our eyes were a camera, every single face, every single emotion – pain, anger, bliss,
sadness — would be captured defying memory and time. (STOP)
Have learners point out the different emotions which would be captured by the eyes if they
were a camera, and that would defy space and time.
Ask:
Will the poem end by confirming that eyes were really like a camera? Why do you say so?
But our eyes weren’t a camera. Every single life passes by. Some we choose to remember.
Some we choose to forget. Some we just remember. Some we just forget. (STOP)
Ask: Why did the speaker in the poem say that our eyes weren’t a camera? What do you
think are the limitations of our eyes as far as remembering and forgetting what we see are
concerned? Provide details from the poem to support your answer.
Formative Assessment Point: Directed Reading-Thinking Activity, or DR-TA

During reading, DR-TA encourages learners to make predictions while they are reading. After reading
segments of a text, they stop, confirm or revise previous predictions, and make new predictions about
what they will read next.

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Have the learners re-read the poem. Let them list down the words or phrases which
prompted the images in the poem. Discuss how the author used vocabulary to paint word
pictures so as to increase the readers’ understanding of the poem.
P RE-RE A DI NG D U R I N G R EAD I N G P O ST R EAD I N G
1. Engagement Activity
Divide the class into five groups. Assign each group to do one task. Give directions
and guidelines.
Group 1
If the eyes were a camera, what would it do? Here are five photos taken from different
angles, distance, and circumstances. Mount/collage these photos in an 8x12 cartolina. The
layout should form a specific shape. Color the background appropriately to achieve thematic
imagery. What do you think these photos suggest?
Note: Teacher provides photos of people with different shots, emotions, and actions.
Group 2
How could a camera use its potentials in recording the defining moments and memories in
time? Pretend that you are campus journalists. Write captions for the three photos from a
recent event. What do you think are these events about? Note: Teacher provides photos of
recent events.
Group 3
Like the sentiments of the persona in the poem, sometimes, we regret over our limitations
to keep worthwhile memories. Deliver the text, If Our Eyes were a Camera, as an emotional
spoken word poetry. Additional sound effects and actions may be incorporated in your
presentation.
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Group 4
Like a camera, our eyes could also witness ‘events’ and the different ‘cinematic’ angle of
people’s plight and struggles. Yet, unlike a camera, our eyes have limitations. What are the
things that our eyes can’t do as compared to a camera? Supposed that the camera and our
eyes have human qualities.
Suppose that they are into a conversation. What do you think they would be telling each
other? Fill in the thought bubbles.
Group 5
Movie Poster Making: On a white cartolina, illustrate two or more images/scenes that come
to your minds when you read the poem. Provide an appropriate ad blurb.

Formative Assessment Point: Presentation and Processing of Outputs

Ask Group 1
to say something about their output on the collage of pictures. The group can possibly highlight
the different photos mounted in the cartolina are shots of strangers taken from different angles
and circumstances. Some are choreographed, some are stolen.
Let Group 2
relate themselves with their output. The group may discuss through their captions that the pictures
are defining moments in our time because these are pegged on current events that matter to people.
Have Group 3
render their choral interpretation of the poem through spoken word poetry style.
Direct Group 4
to have their outputs shared. The group may highlight in the thought bubbles that eyes might
say they cannot provide ‘hard copies’ of the things they witness, unlike the camera. Moreover, the
eyes are selective. Some of the moments are chosen to be remembered especially those worth -
remembering ones, while some are chosen to be forgotten. Some are just simply remembered
or forgotten.
Have Group 5
color their movie poster. Instruct the group to relate their movie poster with real-life situations
or experiences.
2. Engagement Activities II: Discussion (Whole Class)
1. What is the subject of the poem?

2. Who do you think is the speaker/persona speaking in the poem?
3. What would the persona like to say?
4. Who do you think the persona would like to address?
5. In what inanimate object does the persona compare our eyes? What figure of speech
is used for comparison? What does it symbolize? What does it mean? Point out the
specific line or lines.
6. Dissecting the Poem: What figures of speech are used in the poem? Complete the
chart below.
Figures of Speech Words or Phrases in the What does it mean?
Poem Who says it?
7. Noting Details in the Poem: For you, what are the most striking details/descriptions
of ‘eyes if they were a camera’ as stated in the poem?
8. What seems to be the dramatic situation in the poem? Cite line/lines in the poem to
support your answer.
9. Do you think the persona is happy or sad? Satisfied or having a feeling of regret?
Why do you say so?
10. How do our eyes regret over the scenes they have seen but couldn’t keep?
Point out the lines that show a feeling of regret.

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11. What comes into your mind when you hear the words eyes and camera? How are the
eyes and camera similar? How do they differ with each other? Fill in the Venn Diagram
their similarities and differences based on your own ideas and as stated in the poem.
Write the similarities inside the overlapping part of the two circles and their differences
on the left and right sides.
Body parts both Object gadget

Venn Diagram used for seeing have used for
lens taking photos
Eyes Camera
Formative Assessment Point: Venn Diagram

Using a Venn Diagram allows learners to compare and contrast characteristics between
concepts through diagramming details in the poem that state similarities and differences.
12. What words or phrases in the poem suggest images appealing to the sense of sight
and sense of feeling? Fill in the Imagery Chart by writing down those words or phrases
from the poem. Provide illustration beside the words or phrases.
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Imagery Chart
Sense of Sight Sense of Touch/Feeling
13. What do you visualize as you read the poem? Fill in the following “Visualization Chart.”
We know that the images we

create in our heads change as Visualization Chart
we read.
What we visualize based What we visualize as What we think as

on the title we read the beginning the theme/message of
of the poem the poem

What we visualize as What we visualize as How these images

we read the middle of we read the ending of help in creating the
the poem the poem theme of the poem
14. Why do you think the poem is entitled “If Our Eyes Were a Camera”?
15. Why do you think it is presented using the shape of a camera?
16. What are your reactions upon seeing the structure of the poem?
17. Do you think the shape/structure of the poem helps in conveying its message? Why?
18. If you were given the chance to rewrite the poem, would you have the same style as
the writer’s in terms of the use of imagery and structure? Why or why not?
19. How do you feel after reading the poem? What feeling do the images create in you? Why?

• Open-ended questions elicit information based on the learners’ schema. Asking series of
open-ended questions prompts learners’ higher order thinking skills. This will show how
much they understand things whether based on schema or prediction.
• Tell the learners to react/share ideas on the given open-ended questions.
3. Enrichment Activities
Revisiting the semantic map

Revisit the semantic map the learners accomplished before reading the poem. Revise the
semantic map by asking them to add new entries that substantiate their understanding of
the poem.
Possible learners’ responses:
What camera can give What camera can do

photos capyure photos
memory zoom in / zoom out
souvenir
Comparison Kinds of shots

camera stolen shot
our eyes wacky shot

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Individual Tasks:
Imagining an Object:
Close your eyes and imagine any object. Try to visualize that object in your mind and
describe exactly what you feel, see, touch, hear, or taste. Free-write ideas about your chosen
object as perceived by your senses.
Put it in a Shape Poem (Writing): Now, take what you have written down and put it in a shape
poetic form. Take the strongest images from your free-writing activity and create your own
shape poem. Have fun writing. Practice those strong ideas and sensory imagery. (Rubrics will
be used for assessment).
Example:
(object - pillow)
If I were a pillow, I would yield your head to me

and lull you to sleep on the coolness of my silk...
(continue...)
(Note: Learners’ outputs may vary.)

• Quick Write: Give the learners at least 5 to 10 minutes to free-write their ideas.
• Journal writing is a form of formative assessment where the learners have opportunity to
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reflect on how much they gained from the lesson and its application to one’s personal life.
Tell the learners to write down their own shape poetry in their journal.Use rubrics for assessment
4. Extending the Literary Experience/Curriculum Connections

(Individual Learners/Small groups)
Here are possible activities which may be done as individual or small group projects to
extend the literary experience and make connections across the curriculum.
Literature-ICT/Journalism Connection
• For those with social media account:

Browse into your Facebook account. Choose five best photos, then download and
print them. Then, on a 1/8 illustration board, mount a photo story about the wonderful
episodes of your life. Give each photo a caption. Layout such photos with an essay you
will write about moments of your life. Provide a creative title.
• For those without access to Facebook/any social media sites (this could be pre-assigned):
Bring out your five most treasured photos. Layout those photos on a 1/8 illustration
board. Give each photo a caption. Write a short paragraph about it. Provide a
creative title.

NOTE: Photos should tell about defining moments in your life - your achievements, happy moments,
and other related events.
Literature-Mathematics Connection
Choose a shape. Describe it using first person’s point of view (assume the character of a
shape). Write your descriptions inside the shape.
Example:
Hi !
I am Pie.
Area = r 2 My value is 3.1416.
I am the circumference of
Circle Area = any circle divided by its diameter

π x r2
I come in form of an apple pie or a pizza pie
Formative Assessment Point: One-Minute Essay

• One-minute essay is a quick formative assessment strategy that allows the teacher to gauge
learners’ understanding of the lesson. The teacher may pose a question, situation, theme or
topic and have the learners react/respond to it.
• Instruct the learners to write down their definition/description of their chosen shape. Tell them
to do it in just one minute. Remind them to use first person’s point of view to give ‘human-
quality’ to the shapes.
• Use rubrics for assessment.

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Music-Writing Connection
Do you know that a song is also a poem but set into music? Choose a song in English and put
it in a shape poetic form relevant to its message. Do this on a Manila paper.
Science (Human Anatomy)-Writing Connection

Have a research on the human eyes, their parts, and functions. Then, on a one whole
cartolina, write a shape poem about human eyes with details gathered from your research.
ICT-History Connection
Present an oral report on the nature, functional description, and historical evolution
of cameras.
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Part 2
Explicit Skill Development: Imperatives
OBJEC TIVE S
• Identify if-clauses in sentences

• State the functions of if-clauses in sentences
• Use if-clauses meaningfully in context through oral and written discourses
M O DE L I NG / G U I D ED I N D EP EN D EN T
INTR OD UC TIO N AP P LI C AT I O N
TE ACH I NG P R AC T I C E P R AC T I C E
A. Warming Up
Say:
Let’s revisit the shape poem ‘If Our Eyes Were a Camera.’ Here are some related sentences:
• If our eyes were a camera, it would be filled with shots of strangers.

• If our eyes were a camera, there would be times we zoom in to people’s stories
• Every single emotion would be captured if our eyes were a camera.
Ask:
What have you observed in the construction of the sentences? What makes them common in
terms of their structure?
B. Establishing a purpose for the lesson

Say:
Listen to this song: “If I could turn back time”
Refer to this link: https://www.youtube.com/watch?v=E9Vm9v4J-3E
C. Brainstorming on a grammar form
• Have the class react to the meaning of “ifs’ in the song.

• Use the song as a launching point for a conversation, or quick writing assignment to ask
the learners about regret. Ask: “If you could change something you did in the past, what
would it be?” Let the learners complete this sentence stem: If I could change something
you did in the past, I would .
• Call volunteers to write their sample sentences on the board. Have them look closely at
the format of the sentences.
• Ask: What do we call clauses using this structure? What type of clauses are used?
• Encourage the class to give their answers until they come up with an idea of “if-clause.”.
• Using the KWL chart, ask them what they already know about “if-clause” and what they
still want to know about it.

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K W L
(What I Know) (What I Want to Know) (What I Learned)
M O DE L I N G / G U I D ED I N D EP EN D EN T
INTRO DUCTI O N AP P LI C ATION
a. Let the learners brainstorm on what an if-clause is before showing them the instructional
video clip.
Lead the class to view this video for short discussion of if-clauses. Please refer to this link:
https://www.youtube.com/watch?v=DlyQltLpX24
Guide the learners to reflect on the video and further discuss to them that if-clauses are
statements that are used to express that the action in the main clause (without if) can
only take place if a certain condition (in the clause with if) is fulfilled.
b. For further explanation on how if-clauses function in the sentences, also clarify its
structure. Consider the chart for teaching if-clauses inductively below.
Sentences for Analysis Teacher’s Questions Learners’ Expected

Responses
• If I have a camera, What is common among They express possibility in
I’ll take the sentences? What do the future.
a photo of you. they express?
• If I go to the mall, I’ll
Do you think the actions are They will likely to happen.
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buy you a gift.
certain? Will they likely to The actions will be possibly
• I will join you if I am
happen in the future? Will carried out but they are
not busy.
they possibly be carried out? not certain.
Since the given sentences Probable condition
express possibility in the
future but not certain, what
do you think is the function of
if-clauses?
Based on the given Structure:
sentences, what do you think If clause:
is the structure of if-clause If + simple present (subject +
with probable condition as its verb)
function? Main clause:
subject + future tense
(will + verb)
Can you provide your own Answers may vary.
sample sentences using ‘if-
clause’ expressing probable
condition? (Ask the learners
to choose their partner
to formulate their sample
sentences. Call volunteer
pairs to write down their
sample sentences on the
board for analysis.)

INT R O D UC TIO N AP P LI C AT I O N
• If I had money, I would From the given sentences, The actions, situations, and
give you. what can you say about the dreams expressed in the
• If I were you, possibility of the actions, sentences are unlikely to take
I would want situations, and dreams? to place. They are improbable
to be a doctor. Will they likely to take place? to happen.
• If it didn’t rain, we Are they probable
would go on a picnic. to happen?
Since the given sentences Improbable condition
express dreams, unreal
situations, and things that
are unlikely to happen, what
do you think is the function of
if-clauses?
is the structure of if-clause If + simple past
with improbable condition as (subject + verb)
its function? Main clause:
subject +would + verb
sample sentences using
‘if-clause’ expressing
improbable condition? (Ask
the learners to choose their
partner to formulate their
sample sentences. Call
volunteer pairs to write down
their sample sentences on
the board for analysis.)
• If he had talked to me, From the given sentences, The given sentences express
I would have listened what can you say about past actions.
to him. the time element when the
• If she had saved situations took place?
money, she would
What can you say about No. The situations in
have bought
the situations in the given the given sentences are
new dress.
sentences? Are the situations impossible to happen.
• If it had rained last
possible to happen? Why do
weekend, we would
you say so?
have stayed at home.
Can the situations No. The situations can no
be changed? longer be changed. They are
impossible to
be undone.
Since the given sentences Impossible condition
express the past and the
impossible situations that
can no longer be changed,
what do you think is the
function of if-clauses?

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is the structure of if-clause If + subject + past perfect
with impossible condition as form (had + past participle of
its function? the verb)
Main clause:
subject + would + have + past
participle of the verb
sample sentences using ‘if-
clause’ expressing impossible
condition? (Ask the learners
to choose their partner
to formulate their sample
sentences. Call volunteer
pairs to write down their
sample sentences on the
board for analysis.)
c. For clearer understanding, discuss the examples and non-examples of sentences with
an if-clause.
Examples:
• If you were here, I would make you feel the love you need.
• I would travel around the world if I won the lottery.
• If I were a poet, I would transform you into sublime lines of poetry.
Mention in the discussion that apart from if-clauses, there are other types of clauses.
Present the non-if clauses samples for comparison with those sentences with if-clauses.
Non-examples:
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• It is obvious that the rain would fall.
• I have to hold on although I know it won’t work anymore.
• Because of siblings’ rivalry, there is an ongoing misunderstanding in the family.
Formative Assessment Point: Using Examples and Non-Examples

The use of example and non-example formative strategy measures learners’ ability to differentiate
related and unrelated concepts and examples. Encourage the learners to give examples of sentences
with if-clause. Tell them to distinguish between if-clause and non-if clause sentences.
INTRO D UCTI O N AP P LI C ATION
TE ACH I N G P R AC T I C E P R AC T I C E
Activity A. Reading the Dialogues (Pair-Work)

Call pairs to read the following dialogues. Ask them to pay attention to if-clauses and their
function in the sentences.
Dialogue 1
Rain: What would you do if the grasses were red?
Ariane: If the grasses were red, I would paint them with green.
Rain: Oh, why would you do that?
Ariane: If they were painted green, grasses would give a soothing view.

INT R O D UC TIO N AP P LI C AT I O N
Dialogue 2
Chester: If you could travel back in time, where would you go?
Abby: If I could travel back in time, I would go to Bagumbayan where Rizal
was assassinated.
Chester: Oh, why in that historical place and event?
Abby: If I would have been there, I would have stopped the soldiers from
firing him.
Ask the learners to write on the board the sentences with if-clause in the dialogues. Tell them
to identify their function. Also, allow them to analyze/explain the structure.
Formative Assessment: Grammar Practice

Use the activity about the story to check how well the learners grasp the concept of if-clause and its
functions.
Activity B. Dissecting Sentences (Pair-Work)

Identify the function of the if-clause in the sentences that follow. Choose from the list in the
box. Write your answer on the space provided before each number.
probable condition improbable condition impossible condition
1. If it wasn't so late, I would go shopping.

2. Henry would have phoned his mother if he hadn't texted her.
3. I would buy a house and lot if I had a lot of money.
4. If we had known of your arrival, we would have been at the airport.
5. I could have helped you if you had told me the truth.
6. If you were driving from Budapest to Munich, which way would you go?
7. We ought to have arrived earlier if we hadn't taken the bus.
8. If the weather had been better, the plane might not have crashed.
9. We can visit the museum if we have time.
10. If Andy had played in the team, they might have won the match.
Formative Assessment
Key to Correction (for teacher’s use only)
1. improbable condition 6. improbable condition
2. impossible condition 7. impossible condition
3. improbable condition 8. impossible condition
4. impossible condition 9. probable condition
Activity C. Information-Gap Speaking Task (Pair Work)

Let the learners choose their partner. Provide each of the pairs the following questions
that they need to answer and ask of his/her partner. Let them give as much information
as possible to the questions using if-clauses. Let each take turns asking each other one
question. Have the pairs use the expressions below in completing the task.

FILIPINO 4-7
4-10
Student A Student B
1. Where would you travel if you were rich? 1. Suppose you have a terrible headache this
2. Would you be with us if you can go time. When would you go out with us?
out tonight? 2. What would you do if you won the lottery?
3. If you were given a magical power, 3. If you were a genie, what wish would you
what would it be? grant to someone?
4. If you could change the world, 4. What mistakes in the past would you like
what change would it be? to change?
5. If you were a song, what would be 5. If given the chance to live in the next life,
your title? what would you like to become?
Useful expressions: Developing Communication Strategies

I am sorry. Would you mind repeating the question/the answer?
I’m not following you. Can you say that again?
Is my answer clear? Do you want me to say again?
Sorry! Did you understand my question?
Excuse me. I don’t know what you mean?
Activity D. Peer Mentoring:

• Call the leaders of the five groups. Coach them to teach their group members how
to use if-clauses in the sentences.
• Let the group leaders teach their members.
• Check/ supervise the learning process.
• Give feedback.
Formative Assessment Point: Peer Mentoring
G R ADE 7
Use peer mentoring or teach a friend/teach friends strategy. This will determine how certain the
learners understand the lesson and how they can possibly share that learning to their classmates.
Choose one from each group to facilitate the discussion vis-a-vis sharing of learning on if clause.
Supervise if the discussion goes comprehensively. Give inputs or feedback.
INTRO D UC T I O N AP P LI C ATION
TE ACH I N G P R AC T I C E P R AC T I C E
Step 4. Independent Practice (Individual or Pair Work)
A. Grammar-Science Connection
Look at the diagram and describe
the water vapor process using
sentences with
if-clauses.

INTR OD UC TIO N AP P LI C AT I O N
B. Grammar-Sports Connection
Complete and continue the sentences using the pictures of sports equipment given
below. Use what you have learned about if-clauses.
1. If I were a tennis player, I would use
.Then, I would .
2.
3.
4.
5.
C. Grammar-Finance Connection
• Ask the learners to form a sentence
If i ha
the mo d with an if-clause aided by the
ney... illustration. (Answers may vary).
• Revisit the main points raised during
discussion. Have the learners restate
the meaning/concept of if -clauses.
Formative Assessment Point: Picture-Sentence Prompts

• The use of picture-sentence prompts is an effective formative strategy that determines how the
learners can independently demonstrate their understanding of the lesson.
• Ask the learners to work individually or by pair on the activity given. Give feedback after
evaluating their outputs.
Formative Assessment Point: Guided and Independent Practice Activities

Having the learners work in pairs or in small groups to practice the grammar skill in varied ways will
help them apply the general rule in an engaging way.

FILIPINO 4-7
4-10
INTRO DUCTI O N AP P LI C ATION
Creating an If-Clause Chain Story
• Give each learner, sitting in the front row, a piece of paper. Ask each learner to write a
sentence with an if-clause at the top of the paper.
• Then, have them pass their paper to the learners sitting at their back. Each learner
should write a second if-clause sentence which is a continuation of the previous one. In
other words, they have to use the second part of the previous sentence as the first part
of the next one which they will write down.
• After each sentence is written, the learners should fold over the piece of paper so
that only one sentence is showing and the next learners are only able to see the
previous sentence.
• This continues being passed around until the papers return back to the first learners
sitting in the front row.
• Finally, call representatives to unfold their papers and read aloud their if-clause
chain stories.
Sample If-Clause Chain Story:

If I won the lottery, I would buy a Ferrari.
If I bought a Ferrari, I would drive to France.
If I drove to France, I would eat a lot of pasta.
If I ate a lot of pasta, I would get fat.
G R ADE 7
If I got fat, I wouldn’t fit into my clothes.
Grammar Wrap Up
A. Revisiting the K-W-L chart

Ask the class to complete their K-W-L Chart by filling out the last column (L) with what they
learned from the lesson.
B. Exit Ticket
Check the understanding of learners on if-clauses. Ask the learners to provide key points on
if-clauses learned through the following Exit Ticket.
An if-clause is .
There are different functions of if-clauses in sentences or paragraphs.

The first function of if-clause is . It is when the if-clause .
The second function of if-clause is . It is when the if-clause .
The third function of if-clause is . It is when the if-clause .

Daily
PANG-ALesson Log
RAW-A RAW N A TA L A
Name:: Teacher: Denn Marc P. Alayon and Abner L. Pureza Learning Area: English
GRADE 7 M O N D AY T U E S D AY
OBJECTIVES
A Content Standards The learner demonstrates understanding of Philippine Literature

during the period of apprenticeship as a means of examining
conflicts; various purposeful listening and viewing strategies;
difference between literal and figurative language; ways to extract
and condense information based on library resources; verbal and
non-verbal cues in oral communication; and types of phrases;
clauses and sentences.
B Performance Standards The learner transfers learning by: resolving conflicts presented in
literary selections; using tools and mechanisms in locating library
resources; extracting information and noting details from texts to
write a précis, summary, or paraphrase; distinguishing between and
using literal and figurative language and verbal and non-verbal
cues; use phrases, clauses, and sentences meaningfully
and appropriately.
C Learning Competencies/ Reflect on the limitations of eyes as compared to a camera
Objectives Understand that regrets are part of human nature
Write the LC code for each Establish familiarity with the uniqueness of a shape poetry
Appreciate visualization in forming the theme of a poem
Use context clues to identify the Note significant details of the

meaning of unfamiliar words poem read
Predict the message of the poem Explain literary devices used
through its title and form (EN7LT-III-d-2.2.2)
Make predictions on the possible Identify the poetic devices
details of the poem used that facilitate better
understanding of the poem
Give varied insights and
reactions on the structure of a
shape poetry
Point out the similarities
and differences of eyes and
camera based on own previous
knowledge and details in
the poem
Determine salient images that
contribute to the understanding
of the poem
Relate the message of the poem
to one’s experience
Write a shape poem
CONTENT
“If Our Eyes Were a Camera” (A Shape Poem) by Patriluz C. Manongsong

Language Focus: If-Clause and its Functions
LEARNING RESOURCES
A References

FILIPINO 4-7
4-10
Quarter: 2nd Quarter Dates Time
W E D N E S D AY T H U R S D AY F R I D AY
L AY U N I N
The learner demonstrates understanding of Philippine Literature during the period of apprenticeship
as a means of examining conflicts; various purposeful listening and viewing strategies; difference
between literal and figurative language; ways to extract and condense information based on library
resources; verbal and non-verbal cues in oral communication; and types of phrases; clauses
and sentences.
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and
mechanisms in locating library resources; extracting information and noting details from texts to write
a précis, summary, or paraphrase; distinguishing between and using literal and figurative language
and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
Reflect on the limitations of eyes Identify if-clauses in sentences

as compared to a camera State the functions of if-clauses in sentences
Understand that regrets are part Use if-clauses meaningfully in context through oral and written
of human nature discourses
Establish familiarity with the
uniqueness of a shape poetry
Appreciate visualization in
forming the theme of a poem
Demonstrate understanding and

appreciation of the shape poetry
G R ADE 7
read through the performance
of varied engagement and
enrichment activities
Identify if-clauses in sentences
State the functions of if-clauses
in sentences
Use if-clauses meaningfully in
context through oral and written
discourses
CONTENT
“If Our Eyes Were a Camera” (A Shape Poem) by Patriluz C. Manongsong

Language Focus: If-Clause and its Functions
LEARNING RESOURCES

Daily
PANG-ALesson Log
LEARNING RESOURCES
B Other Learning Resources Pictures of the following: eyes, camera, scenes from different
occasions, with a variety of subjects, angles, emotions, shots, recent
events, a group of people stranded at a waiting shed while waiting
for the rain to stop, a student crying because he failed in the test, a
worried old woman who seems to be crossing the street, and children
playing outdoor under the heat of the sun
Short bond paper, metacards, Manila paper, coloring materials,

cartolina, Semantic Map, anticipation guide, thought bubbles, Venn
Diagram, Imagery Chart, Visualization Chart, illustration board, exit
ticket, and K-W-L Chart
PROCEDURES
A Reviewing previous lesson or A. Pre-Reading Guide the learners to revisit

presenting the new lesson Developing vocabulary/ concepts the previous lesson and the
1. Lead the learners to think of different activities done to
an inanimate object they wish master the lesson and/or target
to be. Have them draw the skills..
shape of that object on paper,
and to write down their reasons
for choosing that inanimate
object to represent themselves.
Call volunteers to share their
work to the whole class. Process
their outputs.
Formative Assessment Point (see Lesson
Plan)
2. Use dialogues to unlock

unfamiliar words from the text.
(See Lesson Plan)
(see Lesson Plan)
B Establishing a purpose for Activating prior knowledge

the lesson
1. Guide the class in making a
semantic map about the word
camera. Have learners
categorize the words they
will generate. Possible answers
are provided in the sample
semantic map. These may
change depending on the
learners’ responses. Have the
groups present their
semantic map.
2. Based on the accomplished
semantic map, have each
group provide hugot lines to
predict what the poem will likely
be about.
(see Lesson Plan)

FILIPINO 4-7
4-10
LEARNING RESOURCES
Pictures of the following: eyes, camera, scenes from different occasions, with a variety of subjects,
angles, emotions, shots, recent events, a group of people stranded at a waiting shed while waiting for
the rain to stop, a student crying because he failed in the test, a worried old woman who seems to be
crossing the street, and children playing outdoor under the heat of the sun
Short bond paper, metacards, Manila paper, coloring materials, cartolina, Semantic Map, anticipation
guide, thought bubbles, Venn Diagram, Imagery Chart, Visualization Chart, illustration board, exit ticket,
and K-W-L Chart
PROCEDURES
Presentation of Tasks under Guide the learners to revisit the Guide the learners to revisit the
Extending the Literary previous lesson and the different previous lesson and the different
Experience/ Across the activities done to master the activities done to master the
Curriculum Connections lesson and/or target skills. lesson and/or target skills.
Process the presentation of each

group.
G R ADE 7
Explicit Teaching Of A Grammar
Skill: If-Clause And Its Functions
Introduction
1. Present sentences from ‘If
Our Eyes Were a Camera.’
Ask questions to raise the
learners’ awareness on
the common structure of
the sentences.
2. Have class listen to the song
“If I could turn back time.”
3. Using the KWL chart, ask the
learners what they already
know about “if-clause” and
what they still want to know
about it.

Daily
PANG-ALesson Log
PROCEDURES
Developing a Purpose
for Reading
1. Ask the class to predict the
poem’s message based on
the title.
2. Have learners accomplish the
anticipation guide
(see Lesson Plan)
3. Point out that the poem they

are about to read is an
example of shape poetry. Then
have them view a video to
better understand the concept.
4. Ask learners what they have
learned about the similarities
and differences between eyes
and camera.
5. Ask the Motivation Question
and the Motive Question
(See Lesson Plan)
C Presenting examples/ Directed Reading-Thinking

instances of the new lesson Activity (DR-TA)
Divide the poem into several

segments. Ask predicting
questions before reading aloud
each segment of the poem. Then
read aloud and stop to let the
learners confirm or revise their
previous predictions, and make
new predictions about what will be
read next.
(See Lesson Plan)
(see Lesson Plan)
D Discussing new concepts Have the learners re-read the

and practicing new skills #1 poem. Let them list down the
words or phrases which prompted
the images in the poem.
E Discussing new concepts Discuss with the whole class

and practicing new skills #2 how the author used vocabulary
to paint word pictures so
as to increase the readers’
understanding of the poem.

FILIPINO 4-7
4-10
PROCEDURES
Teaching/ Modeling
1. Have learners brainstorm

on what an if-clause is before
G R ADE 7
viewing the video clip.
2. Have class tview the video
3. Use chart for explanation
and discussion of if-clauses
and their functions.
4. Discuss examples and non-
examples of sentences with an
if-clause.
(See Lesson Plan)
(see Lesson Plan)
Guided Practice Guided Practice (continuation)
1. Have learners read the 2. Have class do the dissecting

dialogues and pay attention the sentences activity
to if-clauses and their (See Lesson Plan)
function in the sentences. Formative Assessment Point
(See Lesson Plan) (see Lesson Plan)
(see Lesson Plan)
3. Have class do the

Information-Gap
Speaking Task
(See Lesson Plan)

Daily
PANG-ALesson Log
PROCEDURES
F Developing mastery (leads Post Reading

to Formative Assessment 3)
Engagement Activities I:
(Small Groups)
Divide the class into five groups.
Assign each group to do
one task. Give directions and
guidelines.
(See Lesson Plan)
Formative Assessment Point (see

Lesson Plan)
G Finding practical Engagement Activities II:

applications of concepts Discussion
and skills in daily living (Whole Class)
(See Lesson Plan)

Lesson Plan)
H Making generalizations Enrichment Activities

and abstractions about the Revisit the semantic map
lesson accomplished earlier. Guide
class in revising the semantic
map by asking them to add new
entries that substantiate their
understanding of the poem.
(See Lesson Plan)
I Evaluating learning Individual Tasks

A. Imagining an Object
B. Put it in a Shape
Poem (Writing)
(See Lesson Plan)

Lesson Plan)
REMARKS
REFLECTION
Reflect on your teaching and assess yourself as a teacher.

Think about your learners’ progress this week. What worked? What else needs to be done to help
them learn?

FILIPINO 4-7
4-10
PROCEDURES
4. Have class do the Peer Practice

Mentoring Activity
(See Lesson Plan) Using picture-sentence prompts,
have class work on the activities
Formative Assessment Point that require them to make
(see Lesson Plan) sentences using if-clauses while
relating these to other subjects
across the curriculum
(See Lesson Plan)
Formative Assessment Point (see Lesson

Plan)
Application
Have class do the Creating an

If-Clause Chain Story
(See Lesson Plan)
G R ADE 7
Grammar Wrap-Up
Have class revisit the KWL Chart
to fill out the third column
Do the Exit Ticket activity to
check
(See Lesson Plan)
REMARKS
REFLECTION
Reflect on your teaching and assess yourself as a teacher.

Think about your learners’ progress this week. What worked? What else needs to be done to help
them learn?

The PRIMALS Compendium of Teaching Resources
© 2019 Department of Education

Meralco Avenue, Pasig City 1600, Philippines
Permission to use or reproduce this publication

or parts of it in hard or digital copies for personal
or educational use is granted free, provided that
the copies are not reproduced or distributed for
commercial purposes, and that this copyright
page appears on the first page of the reproduced
copies.
This Compendium was published with support

from the Australian Government through the
Basic Education Sector Transformation
(BEST) Program.
Published in the Philippines
First Printing, 2019
ISBNxxxx

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The PRIMALS Compendium of Teaching Resources

ENGLISH LESSON PL ANS FILIPINO LESSON PL ANS L I T E R AC Y S T R AT EG I E S

If Our Eyes Were a Camera

If our eyes were a camera, we would be able

If Our Eyes Were a Camera

faces.— their different angles, at different degrees of contrast

memory and time.

a camera. Every single life passed

them from a safe distance.If our eyes were

and brightness, at different places, at different circumstances, some would be planned ,

2 The PRIMALS Compendium of Teaching Resources | ENGLISH

If Our Eyes Were a Camera 3

• Reflect on the limitations of human eyes as compared to a camera

• Use context clues to identify the meaning of unfamiliar words

LEAR NING RE SO URCE S

4 The PRIMALS Compendium of Teaching Resources | ENGLISH

P RE -RE A DI NG D U R I N G R EAD I N G P O ST R EAD I N G

1. Developing vocabulary / concepts

Formative Assessment Point: Drawing an Image

b. Call pairs to read aloud the following dialogue.

Have learners read the underlined unfamiliar words/phrases written on separate

If Our Eyes Were a Camera 5

P RE -RE A DI N G DU RI N G R EAD I N G P O ST R EAD I N G

Formative Assessment Point: Hand Signals

2. Activating prior knowledge

Souvenir Camera Stolen Shot

Formative Assessment Point: Semantic Mapping

6 The PRIMALS Compendium of Teaching Resources | ENGLISH

Let the learners accomplish the following anticipation guide.

Anticipation Guide: It’s All in the Title

Formative Assessment Point

b. Refer to the link: https://www.youtube.com/watch?v=OGqAM2Mykng

If Our Eyes Were a Camera 7

P RE -RE A D I NG DU RI N G R EAD I N G P O ST R EAD I N G

Directed Reading-Thinking Activity (DR-TA)

Formative Assessment Point: Directed Reading-Thinking Activity, or DR-TA

8 The PRIMALS Compendium of Teaching Resources | ENGLISH

P RE-RE A DI NG D U R I N G R EAD I N G P O ST R EAD I N G

If Our Eyes Were a Camera 9

P RE -RE A DI N G DU RI N G R EAD I N G P O ST R EAD I N G

Formative Assessment Point: Presentation and Processing of Outputs

2. Engagement Activities II: Discussion (Whole Class)

1. What is the subject of the poem?

10 The PRIMALS Compendium of Teaching Resources | ENGLISH

Body parts both Object gadget

Formative Assessment Point: Venn Diagram

We know that the images we

What we visualize based What we visualize as What we think as

If Our Eyes Were a Camera 11

P RE -RE A DI N G DU RI N G R EAD I N G P O ST R EAD I N G

What we visualize as What we visualize as How these images

Formative Assessment Point

Revisiting the semantic map

What camera can give What camera can do

Comparison Kinds of shots

12 The PRIMALS Compendium of Teaching Resources | ENGLISH

If I were a pillow, I would yield your head to me

(Note: Learners’ outputs may vary.)

Formative Assessment Point

4. Extending the Literary Experience/Curriculum Connections