7

Lesson Exemplar
Quarter 1
Week

for English 2
Lesson Exemplar for English Grade 7
Quarter 1: Week 2

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in
delivering the curriculum content, standards, and lesson competencies.
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Published by the Department of Education
Secretary: Sara Z. Duterte
Undersecretary: Gina O. Gonong

Development Team

Writer: John Aldrich Ladan

Content Reviewer:
Illustrator:
Layout Artist:

Management Team

JOYCE DR ANDAYA CESO III, Regional Director

CRISTITO A. ECO CESO III, Assistant Regional Director
MICAH G. PACHECO, Chief Education Program Supervisor
DENNIS M. MENDOZA, Regional LR Education Program Supervisor
MATATAG School Grade Level 7
K to 10 Curriculum Name of Teacher Learning Area English
Weekly Lesson Log Teaching Dates and Time Quarter 1

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature
A. Content
(poetry) for clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts
Standards that reflect local and national identity.
The learners analyze the style, form, and features of Philippine poetry (lyric, narrative, dramatic); evaluate poetry
B. Performance for clarity of meaning, purpose, and target audience; and compose and publish an original multimodal literary
Standards text (poem) that represents their meaning, purpose, and target audience, and reflects their local and national
identity.
EN7LIT-I-1 Analyze EN7LIT-I-1 Analyze literary EN7LIT-I-1 Analyze EN7LIT-I-1 Analyze
literary texts as texts as expressions of literary texts as literary texts as
C. Learning
expressions of individual individual or communal expressions of individual expressions of individual
Competencies or communal values values within structural or communal values or communal values
within structural context context within structural context within structural context
 Identify and
 Create a tableau  Use appropriate
analyze song titles
based on a given words to complete a
and lyrics,  Identify words that
mood, poem,
 Unlock the rhyme,
 Unlock the meaning  Rephrase lines
meaning of  Unlock the meaning of
of unfamiliar words using one’s own
unfamiliar words, unfamiliar words using
using word vocabulary,
D. Learning  Analyze a poem by context clues,
association,  Identify the
Objectives identifying its  Analyze a poem by
 Recite the definition dictions, patterns,
figures of speech, identifying its figures of
of tone and mood, and motifs of given
and speech, and
and poems, and
 Determine five  Determine the sound
 Determine the tone  Recite the meanings
different figures of devices of given poems.
and mood of given of diction, pattern,
speech in sample
poems. and motif in poetry.
lines.
E. Instructional Connection, Creativity, Context, Collaboration
Design Engage, Explore
Ideational, Inclusive, Integrative, Innovative
1
 framework
feature (s)
Creativity, Critical Creativity, Critical Thinking, Creativity, Critical Creativity, Critical
Thinking, Teamwork, Interpersonal Skills, Thinking, Teamwork, Thinking, Teamwork,
F. 21st Century Collaboration, Interactive Collaboration, Collaboration,
Skills Interpersonal Skills, Communication Interpersonal Skills, Interpersonal Skills,
Interactive Interactive Interactive
Communication Communication Communication
II. CONTENT
III. LEARNING RESOURCES
Balarbar Corazon V. 1989. Gems in Philippine Literature 1st publ ed. Metro Manila: National Book Store.

“Poetry 101: Learn about Poetry, Different Types of Poems, and Poetic Devices with Examples - 2024.”
MasterClass, September 21, 2022. https://www.masterclass.com/articles/poetry-101-learn-about-poetry-
different-types-of-poems-and-poetic-devices-with-examples#TXyiVKpY37326KQyuaUOx.
A. References
Ronahlayne. “Stylistic Analysis of Poem: Where Is My May,” June 17, 2022.
https://gorgeousblogger.wordpress.com/author/ronahlayne/.

Scott, Gary. “Tone and Mood.” Our English Class, May 16, 2022.
https://ourenglishclass.net/class-notes/writing/the-writing-process/craft/tone-and-mood/.
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior ACTIVITY 1A: GUESS ACTIVITY 2A: TONGUE ACTIVITY 3A: TRY A ACTIVITY 4A:
Knowledge THE SONG TITLE TWISTER CHALLENGE TABLEAU COMPLETE THE POEM
1. Introduce the
activity by DO: Let the students try DO: Let the students do Instructions: Provide the
explaining that to recite this tongue this activity: appropriate words in the
the class will be twister: blank to complete the
1. Divide the class poem.
playing a game
Peter Piper picked a peck into small
called "Guess the of pickled peppers. Filipinos are resilient, no
groups (3-4
Song." A peck of pickled peppers matter what __________
students per
2. Divide the class Peter Piper picked. group). they face,

2
 into teams or If Peter Piper picked a 2. Distribute mood They rise above
individuals, peck of pickled peppers, cards to each challenges with grace and
depending on the Where’s the peck of group. Each __________.
size of the class. pickled peppers Peter card should Their spirit is as colorful
Piper picked? contain a as the __________ on a
3. Play a short jeepney,
excerpt different
Process Questions: Their laughter is as
(approximately emotion or
1. What is your infectious as the
30 seconds) of a mood word __________ on a
technique in (e.g., happy,
song. tambourine.
reciting the sad, excited,
4. Encourage
tongue twister angry, scared, Process Questions:
students to listen
correctly? calm, etc.). 1. How is your
carefully to the
2. What was the 3. Once they have experience in this
lyrics, melody, chosen a mood
and rhythm of challenging part? activity?
card, encourage
the song. 3. Why is it hard to 2. What is your
each group to
5. After playing the recite? brainstorm and technique in
excerpt, allow 4. Do you think that create a tableau completing the
students a brief we can use this that represents poem?
moment to style of writing in the assigned 3. What makes you
discuss among poetry? Why? mood. They can choose those
themselves. 5. Why is sound use body words?
6. Ask the teams or language, facial
important in 4. Why did you
students to write expressions,
poetry? and gestures to have different
down their
convey the answers although
guesses on the
song titles. emotion you completed
7. After playing all
effectively. the same poem?
4. As each group 5. What do we call
the songs, reveal
presents, ask this technique of
the correct titles
the rest of the
and award points an author, where
class to guess
to teams or the mood being he or she makes
individuals who portrayed and choices of words?
guessed to explain how
3
 correctly. they reached
their
Songs to use: conclusion.
1. Your Love Encourage
Your love is like discussion and
the sun that reflection on
lights up my how different
whole world. elements such
2. One Thing as body
Shot me out of language, facial
the sky, expressions,
You’re my and gestures
kryptonite. contribute to
3. Super Bass conveying
mood.
Boy, you got my
heartbeat
DO: Facilitate a brief
running away. discussion about the
4. A Thousand activity. Ask students:
Years 1. How did it feel
I have died to portray
every day different moods
waiting for you. through
Darling, don’t tableaus?
be afraid. 2. What strategies
I have loved you did you use to
for a thousand effectively
years. communicate
5. Fireworks the mood to
Boom, boom, your
boom, even classmates?
3. How do you
brighter than
think tone and
the moon, mood are
moon, moon. conveyed in

4
 poetry?

SAY:
1. Did you enjoy
the activity?
Which part of it
did you enjoy
the most?
2. What were your
strategies to
win the game?
What were the
challenges?
3. Let’s focus on
the songs.

SHOW: Present the

lyrics above.

SAY: 1. What are your

observations in the
lyrics?
2. What are some lyrics
that do not make sense
if you take them
literally?
3. Which lyrics show
comparisons of two
different things?
4. Which lyrics show
exaggeration?
5. Which lyrics make
lifeless things act as if
they are alive?
5
 6. Which lyrics use a
sound as a word?
7. What do we call
these examples of
figurative language?
8. Why do composers of
songs use figures of
speech?
9. Aside from songs,
where can we find
examples of figures of
speech?
SAY: For today, we will SAY: Yesterday, we learned SAY: Yesterday, we SAY: On our last day of
learn more about figures about figures of speech. learned about sound the week, we will learn
of speech and some of This time, we will explore devices. This time, I will more about diction. Let’s
their kinds. I know that sound devices used in introduce tone and have the objectives of the
you are all excited to poetry. I know that you are mood as elements of day.
know more about our all excited to know more poetry. Let’s have the
topic, so let us have a about our topic, so let us objectives of the day. SHOW: Present the
Lesson Purpose/Intention
checklist of the objectives have a checklist of the learning objectives of the
that we will accomplish objectives that we will SHOW: Present the day.
today. accomplish today. learning objectives of the
day.
SHOW: Present the SHOW: Present the learning
learning objectives of the objectives of the day.
day.
Lesson Language Practice ACTIVITY 1B: POOL OF ACTIVITY 2B: ACTIVITY 3B: WORD ACTIVITY 4B: IN OTHER
WORDS UNLOCKING MEANINGS ASSOCIATION WORDS
Directions: Choose from
the pool of words below to Identify the clue/s to the DO: Let the students do DO: Let the students
determine the appropriate meaning of each bold word this activity: rewrite sentences in their
words for the given in the sentence. Then, own ways. Encourage
definitions. select the correct meaning Instructions: them to be more creative
from the options provided. by using synonyms,
WORD POOL 1. Let the students utilizing figurative
numb 1. Several decades language, and changing
create a bubble
deface sentence structures. After
ago, the map of the given
lisp answering, let the
countryside was
6
 realm filled with verdant words. students share their
petition landscapes, 2. Ask the following answers to the class.
flutter teeming with trees questions:
etch 1. The sunset is
and plants. 1. What
exuberance beautiful.
Something verdant strategies did
1._____wave or move is _____. you do to 2. The stars are
(flutter) A. Ambitious come up with bright tonight.
2._____make a drawing B. Beautiful your answers? 3. Many people
through engraving (etch) C. Green 2. How do these looked at her.
3._____spoil the 2. The freedom we words connect
appearance (deface) 4. I feel angry just
cherish today is a with each
4._____having high in by looking at
heritage from our other?
spirits in action or speech him.
(exuberance)
forefathers. 3. How does
A. Dream word 5. I love you.
5._____speaks imperfectly
(lisp) B. Inheritance association
6._____having no C. Privilege help you in SAY: In this activity, you
sensation (numb) 3. The sprawling understanding can practice using your
7._____a kingdom (realm) own words to say
vines stretched a poem?
8._____a solemn request something.
across the entire
(petition) porch, reaching
every corner.
A. Continuous
direction
B. Intricate
design
C. Spread out
in an
irregular
way
4. We must
safeguard our
freedom from
tyranny.
A. a. complete
7
 authority by
a group of
individuals
B. harsh
authority
imposed by
a single
leader
C. fair
authority
administered
by the
government
5. The vanquished
enemies
surrendered their
weapons to avoid
further violence.
A. Protected
B. Defeated
C. Concerned
During/Lesson Proper
Reading the Key ACTIVITY 1C: READING ACTIVITY 2C: READING A ACTIVITY 3C: READING ACTIVITY 4C:
Idea/Stem A POEM POEM A POEM CHECKING OUT THE
DICTION
SHOW: Present the SHOW: Present the SHOW: Present the
following poem to the following poem to the class: following poem to the DO: Let the students do
class: class: this activity:
I Am Proud To Be A
For the Young Yearning Filipino Where is My May? Procedure:
a Song of Green by Toribia Maño by Fernando Ma. 1. Divide the class
Arnold Molina Azurin Guerrero into five groups.
I am a Filipino. I came 2. Each group will
Never tell the children from islands rippled with My happy days have
trees are numb sun passed away. be given one

8
 They hold secrets Where days are green fires The hills and woods have poem. Each
Of soil or sun; they lisp and nights are warm lost their flower. poem has a
their quiet With moon and stars. Where is my May?
Melodies of green Where are its sweet and
different diction.
Girdling my loins is blood
Exuberance to passersby. rich as milk charming hours? 3. Let the students
Twigs trip the wind For I was born of sultans, Cheer me, my star, and analyze the poem
So leaves may rajahs, kings, give me light, by looking at its
flutter Soldiers, heroes who To see at least a pleasant
Their fragrant salutes, way,
structure and
fought to sing
griefless goodbyes. The poetry of freedom. My Show me your eyes so fair meaning. Also,
house is my land and bright notice the
Within their truths, rings Virgin, brown, wombed out To find my way. choices of words,
are ingrained, of loam, volcanic rock and With thoughts of care I
Telling of refrains phrases, and
shells, bend my head,
Of lush rain or blooming: Where is my May? sentences of the
Carpeted with rice, corn,
Time’s pilgrimage. I am alone, I eat my author.
coconut, cane, trees
But upon the bark bread 4. Make them write
That rise as temples to
Tender passages are Away from you, so far
grapple winds down their
etched: Jun loves Ester away.
Rains, mighty rivers observations and
Complete with the
furrowing the earth.
year, DO: Loudly read the report those to
Arrow and heart-border, Where I walk, my shadow
is a marriage of flags poem to the class. Then, the class.
despite the order: let the students read
“Defacing Trees Is Malay, Chinese, Spanish,
loudly.
Punishable.” American, Japanese 1. “For the Young
While in my bones sleep Yearning a Song
Stillness is yet their quietly as a bride
of Green” by
clearest expression Vanquished desires of
conquerors who dreamt of Arnold Molina
In beckoning birds
and empires, Azurin
Orchids onto their limbs. Gold, trade and spice. 2. “I Am Proud To
Now bear in mind, Though a paly breed Be A Filipino” by
Each leaf falling I stand with the ancients
for my love and loyalty Toribia Maño
Is a precious page in their
petition Are as fish to the sea. I am 3. “Words” by
For still a verdant season. proud of my brownness, Angela
.. My duty and destiny are Manalang-Gloria
thirty-million brown men
4. “Love for Our
9
Never tell the children Planting rice, husking Country”
trees are numb! coconut, throwing nets far 5. “Patriotic Nation”
Each lovely flower into the Pacific
Is a prayer, each fruit a Hacking mountains of
pregnant poem; iron, coal, chrome,
In their living sum, manganese and timber
They are the crown of the To live. We are one and the
heartland and same. A moving, restless
The whole kindred caravan
realm
Of every horn, seed, Of dark brown skins
petal, foot, or wing. building a holy heritage of
democracy
DO: Loudly read the Piece by piece with our
poem to the class. Then, dreams, sweat and death
let the students read As a bird builds patiently
aloud.
twig by twig
The warm, brown circle of
its nest.
I am a Filipino. I believe in
the goodness and the
bounty of God,
I believe in the grandeur of
charity and peace as a
cure for the ills of man
For I am a Christian who
looks upon all men
As brothers whose task it
is to love.
I believe in my country and
in the deathlessness of my
flag
For its every color is a
history of courage,
sacrifice, death
Against injustice, tyranny,
oppression and hate.

10
 I believe in my people as
noble keepers of the faith:
That all men are equal;
that all men are free.
I believe with verdant and
sprawling mountains, hills,
valleys, plains,
Lakes, waterfalls, rivers,
sunsets, beaches
And a generous sea. Alive,
sovereign, wondrously
happy in work and
Abundant with hope for
my people.
I am proud to be a Filipino.

DO: Read the poem to the

class. Then, let the students
read aloud.
Developing Understanding DO: Discuss the poem by DO: Discuss the poem by DO: Analyze the poem DO: After the
of the Key Idea/Stem asking the students the asking the students the with the students. Focus presentations, discuss
following questions: following questions: on the structure and the meaning of diction.
sound pattern. Relate how diction,
1. What is the title 1. What is the title of patterns, and motifs, help
of the poem? the poem? 1. What is the title authors reveal the overall
Who is its 2. Who is the author of the poem? theme of a poem.
author? of the poem? 2. Who is the
2. How many SAY: This time, we're
3. How many stanzas author of the going to explore diction.
stanzas does it does it have? poem? Are you ready? Great!
have? How many 4. How many lines
lines do the 3. What is the main
do the stanzas Let's start with these
stanzas have? have? theme of the questions:
3. To whom is the 5. What is the poem poem? 1. Based on the
poem addressed? all about? 4. What season is previous activity,
4. How does the 6. How does the the speaker what is diction?
poet describe the
11
 trees? author describe longing for in the 2. How does the
5. What do you Filipinos? poem? choice of words
think the tree 7. What value does 5. How does the affect the
rings represent? the author want speaker feel meaning of a
6. How does the the readers to
poet make the about the poem?
develop?
trees seem alive? 8. How can we apply passing of time? 3. Can you identify
What do we call this to our daily 6. Can you examples of
this kind of figure lives? differentiate specific words
of speech? 9. Focusing on the between the tone, used in your
7. Which line from style of the which reflects the assigned poem?
the poem shows author, are there poet's attitude What emotions or
a comparison of words or parts in
two different towards the images do they
the poem that are
things? How do subject matter, evoke?
repeated? Identify
we call this figure and the mood, 4. Can you identify
them. What do we
of speech? call this sound which reflects the recurring
8. Why does the emotional elements or
device in poetry?
poet say, "Never atmosphere phrases in the
10. Notice the line
tell the children
“Carpeted with created for the text?
trees are numb"?
rice, corn, reader? Provide 5. How do patterns
9. What feeling does
coconut, cane, examples from contribute to the
the poem give
you? trees.” What is the the poem to structure and
10. What was the repeated sound?
support your organization of
poet trying to What sound device
is this? explanation. the text?
convey in this 7. How might the 6. Do you think the
poem? 11. Why do authors
use sound devices poem's tone and patterns in the
in poetry? mood impact the text effectively
reader's enhance the
interpretation of reader's
the speaker's understanding of
feelings of loss the motifs? Why
and longing?
12
 or why not?
7. How do the
diction, pattern,
and motif help to
develop or
reinforce specific
themes in the
text?

Deepening Understanding ACTIVITY 1D: FINDING ACTIVITY 2D: SAY: We have an idea ACTIVITY 4D: GRAPHIC
of the Key Idea/Stem FIGURES OF SPEECH DETERMINING SOUND already of tone and mood ORGANIZING
DEVICES in literature. This time,
SAY: In the poem, the let us look at some Instructions: Complete
author uses DO: Let the students examples of tone and the graphic organizer
personification and answer the exercise. In mood. However, in the found in the worksheet.
metaphor to convey the this exercise, the students next activity, I want you
poem’s meaning. Let us will identify the sound to group them according
study the following devices: to positive, negative, and
examples of figures of neutral tone and mood.
speech. 1. (Repetition) In the
quiet of the night, Tone:
Directions: Study the Positive:
following excerpts and I hear the
admiring
analyze the author’s use whispers,
adoring
of figurative language. Whispers of affectionate
memories, appreciative
1. (Simile) His whispers of approving
speech is like a dreams. calm
whisper of a 2. (Alliteration) casual
thousand bees. Whispering winds celebratory
– An excerpt from wove through the cheerful
Toribia Mano’s willow trees. comforting
poem I Am Proud comic
3. (Assonance) The
compassionate
13
 to Be a Filipino gleaming sea conciliatory
2. (Metaphor) seemed to breathe confident
Manila that is beneath the contented
mother earth for moonlight. delightful
it brave enough earnest
4. (Elision) In the
ecstatic
to own heroes twilight, soft and elated
killed for low, empathetic
unremembered Whisp'ring winds encouraging
cause begin to blow. excited
– An excerpt from exhilarated
Marra PL. Lanot’s expectant
poem Manila to DO: Let the students fervent
Me identify the differences of forthright
3. (Personification) the figures of speech from friendly
Trees are best at one another by helping funny
prayer. They lift them analyze the given gleeful
their boughs lines. gushy
towards Him and happy
hilarious
sing their
hopeful
canticles in
humorous
green. interested
– An excerpt from introspective
Bliss Cua-Lim’s joyful
poem Forest light
Matins lively
4. (Hypebole) Ang modest
iyong ganda’y nostalgic
umaabot sa optimistic
buwan.Ang tibok passionate
ng puso’y rinig sa playful
kalawakan. poignant
proud
Translated in
reassuring
English:
reflective
Your beauty relaxed
reaches the respectful
14
 moon. Your romantic
heartbeat is scholarly
heard in the sky self-assured
-An excerpt from sentimental
Juan Karlos serene
silly
Labajo’s song
straightforward
Buwan
sympathetic
5. (Onomatopoeia) tender
Between the tranquil
covers, a choo- whimsical
choo train… worshipful
-An excerpt from zealous
Peter Solis Nery’s
poem Between Neutral:
the Covers commanding
direct
DO: Let the students impartial
identify the differences of indirect
each by helping them meditative
analyze the given lines. objective
questioning
speculative
unambiguous
unconcerned
understated

Negative:
abhorring
ambiguous
ambivalent
angry
annoyed
antagonistic
anxious
apathetic
apprehensive
bewildered
15
 biting
bitter
blunt
bossy
cold
conceited
condescending
confused
contemptuous
cynical
demanding
depressed
derisive
derogatory
desolate
despairing
desperate
detached
disappointed
disliking
disrespectful
doubtful
embarrassed
enraged
evasive
fatalistic
fearful
forceful
frantic
frightened
frustrated
furious
gloomy
greedy
grim
harsh
holier-than-thou
hopeless
16
 hostile
impatient
incredulous
indifferent
indignant
inflammatory
insecure
insolent
irreverent
lethargic
melancholy
mischievous
miserable
mocking
mournful
nervous
ominous
outraged
paranoid
pathetic
patronizing
pessimistic
pretentious
psychotic
resigned
sarcastic
scornful
self-deprecating
selfish
serious
severe
sinister
skeptical
sly
solemn
somber
stern
stolid
17
 stressful
suspicious
tense
threatening
tragic
uncertain
uneasy
unfriendly
unsympathetic
upset
violent

Mood
Positive:
amused
awed
bouncy
calm
cheerful
confident
contemplative
content
determined
dignified
dreamy
ecstatic
empowered
energetic
enlightened
excited
exhilarated
flirty
giddy
grateful
harmonious
hopeful
hyper
idyllic
18
 joyous
jubilant
liberating
light-hearted
loving
mellow
nostalgic
optimistic
passionate
peaceful
playful
pleased
refreshed
rejuvenated
relaxed
relieved
satisfied
sentimental
silly
surprised
sympathetic
thankful
thoughtful
touched
trustful
warm
welcoming

Negative:
aggravated
annoyed
anxious
apathetic
apprehensive
barren
cold
confining
confused
19
 cranky
crushed
cynical
depressed
desolate
disappointed
discontented
distressed
drained
dreary
embarrassed
enraged
envious
exhausted
fatalistic
frustrated
futile
gloomy
grumpy
haunting
heartbroken
hopeless
hostile
indifferent
infuriated
insidious
intimidated
irate
irritated
jealous
lethargic
lonely
melancholic
merciless
moody
nauseated
nervous
nightmarish
20
 numb
overwhelmed
painful
pensive
pessimistic
predatory
rejected
restless
scared
serious
sick
somber
stressed
suspenseful
tense
terrifying
threatening
uncomfortable
vengeful
violent
worried
After/Post-Lesson Proper
Making Generalizations DO: Ask questions that DO: Ask questions that DO: Ask questions that DO: Ask questions that
and Abstractions would generalize the would generalize the lesson would generalize the would generalize the
lesson of the day. Focus of the day. Focus on lesson of the day. Focus lesson of the day. Focus
on defining: defining: on differentiating tone on defining:
a. simile a. repetition and mood. Let the a. diction
b. metaphor b. alliteration students create a Venn b. pattern
c. personification c. assonance diagram. c. motif
d. hyperbole d. elision
e. onomatopoeia Tone: SAY: Diction, motif, and
a. Repetition: Repetition is a  The author's patterns are essential
a. Simile is a figure of literary device where words, attitude towards elements in poetry that
speech that compares two phrases, or sounds are the subject contribute to its depth
different things using the repeated within a piece of matter or and meaning. Let's
words "like" or "as." For writing to create emphasis, audience. explore each of these
example, "Her eyes rhythm, or to reinforce a  Conveys concepts:

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sparkled like diamonds." theme. emotions or
feelings such as Diction:
b. Metaphor is a figure of b. Alliteration: Alliteration is joyful, angry, Diction refers to the
speech that directly refers the repetition of the same sarcastic, choice and use of words
to one thing by consonant sound at the in poetry. It includes
solemn, etc.
mentioning another to beginning of neighboring or considerations such as
suggest a similarity closely connected words  Can be inferred vocabulary, syntax, and
between them. Unlike a within a sentence or phrase. from the author's language style. The poet's
simile, a metaphor does choice of words, diction can significantly
not use "like" or "as." For c. Assonance: Assonance is imagery, and impact the tone, mood,
example, "The world is a the repetition of similar other literary and overall meaning of
stage." vowel sounds within devices. the poem. By carefully
neighboring or closely  Sets the overall selecting words and
c. Personification is a connected words, but not atmosphere or phrases, poets can evoke
figure of speech in which necessarily at the beginning vibe of the piece. specific emotions, create
human qualities are of the words. vivid imagery, and convey
attributed to non-human complex ideas. Diction
Mood:
entities or objects. For d. Elision: Elision is the can range from simple
example, "The wind omission or slurring of one
 The emotional and straightforward to
whispered through the or more sounds or syllables atmosphere or complex and abstract,
trees." in a word or phrase, usually feeling evoked in depending on the poet's
for ease of pronunciation or the reader or intentions and the
d. Hyperbole is a figure of to fit a particular meter or audience. desired effect on the
speech that involves rhyme scheme.  Created through reader.
extreme exaggeration to descriptive
make a point or create language, setting, Motif:
emphasis. For example, and events. A motif is a recurring
"I've told you a million theme, subject, or idea
 Influences the
times." that appears throughout
reader's a poem or body of work.
e. Onomatopoeia is any emotional It serves as a unifying
word that phonetically response to the element that enhances
imitates or suggests the text. the poem's coherence and
sound that it describes.  Can be subjective depth. Motifs can take
For example, "buzz," and vary from various forms, such as
"clang," or "murmur." reader to reader. symbols, images,
metaphors, or narrative
Similarities: elements. They often

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  Both tone and carry symbolic
mood contribute significance and
to the overall contribute to the overall
interpretation meaning and
interpretation of the
and
poem. Common motifs in
understanding of poetry include nature,
a literary work. love, death, identity, and
 Both are memory. By using motifs,
influenced by the poets can create layers of
author's meaning and invite
language, readers to explore themes
imagery, and use on multiple levels.
of literary
devices. Patterns:
Patterns in poetry refer to
 Both evoke
recurring structures,
emotions and rhythms, or
feelings in the arrangements of elements
reader or within a poem. These
audience. patterns can manifest in
various ways, including
Differences: rhyme scheme, meter,
 Tone is the line length, stanza form,
author's attitude and repetition of words or
towards the phrases. Patterns
subject matter, contribute to the poem's
while mood is the aesthetic appeal, rhythm,
and musicality. They also
emotional
help to create coherence
atmosphere and unity within the
created for the poem, guiding the reader
reader. through its structure and
 Tone is explicitly enhancing its overall
conveyed through impact. Poets often use
the author's patterns deliberately to
words, while reinforce themes,
mood is inferred emphasize key ideas, or
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 by the reader evoke specific emotions.
based on various Analyzing patterns in
elements of the poetry can offer insights
text. into the poet's craft and
enhance the reader's
 Tone is
understanding and
consistent appreciation of the
throughout the poem's artistic qualities.
text, while mood
may shift
depending on the
events or setting.
Evaluating Learning ACTIVITY 1E: ACTIVITY 2E: ACTIVITY 3D: ACTIVITY 4E: SHORT
IDENTIFYING FIGURES DETERMINING SOUND IDENTIFYING THE TONE QUIZ
OF SPEECH DEVICES AND MOOD
DO: Let the students
Direction: Identify the Direction: Identify the Determine the tone of the have a short quiz:
figure of speech used in sound devices used in the following poems. 1. Motif
the following lines. following lines. Poem 1: Identification:
1. The twinkling The sun sets gently on Read the following lines
1. Life is a journey stars traced their the horizon, from a poem and identify
with its ups and trails in the Casting golden hues the recurring motif:
downs. twilight. across the sky. "The moonlight danced
2. The sun smiled A soft breeze whispers upon the waves,
2. O'er the hills and
down on the through the trees, A silver path that the
through the vale. As nature bids the day
earth. ocean craves.
3. The cat sat on the goodbye.
3. It took forever for It whispered secrets to
mat and spat. the night,
the bus to arrive. 4. The old oak a) Joyful And bathed the world in
4. I've told you a groaned and b) Serene
million times to its soft light."
moaned in the c) Melancholic
clean your room. d) Anxious
storm. A) Love
5. The clock tick- B) Nature
5. I'm walkin' down
tocked in the Poem 2: C) Moonlight
the street.
silence of the Dark clouds gather in the D) Loneliness
6. Ev'ry moment
room. sky,
6. His laughter is spent with you is Lightning flashes,
precious. 2. Pattern
like music to my thunder roars.
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 ears. 7. The rain in Spain The storm approaches Recognition:
7. Her cheeks are falls mainly on the with a fury, Identify the pattern in the
as red as a rose. plain. Nature's wrath unleashed following lines from a
8. The classroom 8. The blazing sun in scores. poem:
was a zoo with bathed the barren "In the morning light, the
a) Hopeful world awakes,
unruly students. desert in b) Angry With birdsong sweet and
9. The wind brilliance. c) Nostalgic dewdrops on the lakes.
whispered 9. The shimmering d) Playful The flowers bloom, the
secrets through silver moon trees sway,
the trees. silently soared. Poem 3: And life begins another
10. The door creaked 10. The mouse found Birds sing merrily in the day."
open slowly. a house with a morning light,
thousand mouths. Flowers bloom with colors A) Rhyme Scheme: ABAB
bright. B) Repetition of Sounds:
A sense of renewal fills alliteration
the air, C) Meter: iambic
As spring emerges, pentameter
vibrant and fair. D) Imagery: visual

a) Sad 3. Diction Analysis:

b) Peaceful Analyze the diction used
c) Excited in the following lines from
d) Irritated a poem:
"The wind whispered
Poem 4: secrets through the trees,
Alone in the darkness, As the leaves danced in
lost in despair, the gentle breeze.
Searching for light, but The sky above was
finding none there. painted with hues,
Shadows surround, Of pink and gold, as the
whispers of fear, day withdrew."
A sense of emptiness, too
heavy to bear. Which word best
describes the tone
a) Cheerful created by the diction in
b) Gloomy these lines?
c) Indifferent
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 d) Curious
A) Joyful
Poem 5: B) Melancholic
Laughter echoes through C) Serene
the air, D) Energetic
Friends gather without a
care. 4. Motif Analysis:
Joyful moments shared Read the following lines
together, from a poem and identify
Memories made that last the recurring motif:
forever. "In the forest dark, where
shadows play,
a) Calm The trees stand tall, in a
b) Sad silent array.
c) Happy The moonlight filters
d) Angry through the leaves,
And whispers secrets the
Poem 6: night conceives."
The old oak tree stands
tall and proud, A) Darkness
Weathered by time, yet B) Nature
unbowed. C) Secrets
Its branches reach out, D) Moonlight
strong and free,
A symbol of resilience for 5. Pattern
all to see. Recognition:
Identify the pattern in the
a) Somber following lines from a
b) Hopeful poem:
c) Frustrated "In the city streets, where
d) Suspicious lights shine bright,
We hustle and bustle
Poem 7: through the night.
Crisp leaves crunch With dreams in our
beneath my feet, hearts and stars in our
As I walk through the eyes,
autumn street. We chase after life with
The air is cool, the sky is
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 clear, no compromise."
A sense of peace
surrounds me here. A) Rhyme Scheme: AABB
B) Repetition of Sounds:
a) Annoyed consonance
b) Relieved C) Meter: trochaic
c) Bored tetrameter
d) Envious D) Imagery: auditory

Poem 8: Answers:
Whispers of love on a
gentle breeze, 1. C) Moonlight
Dancing through the 2. A) Rhyme Scheme:
trees. ABAB
Hearts entwined, souls in 3. C) Serene
tune, 4. D) Moonlight
Underneath the shining 5. A) Rhyme Scheme:
moon. AABB

a) Playful
b) Romantic
c) Anxious
d) Confused

Poem 9:
The city streets are
bustling and loud,
People rushing, faces in
the crowd.
A sense of urgency fills
the air,
As everyone goes about
their affair.

a) Relaxed
b) Overwhelmed
c) Peaceful
d) Content
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 Poem 10:
Soft petals fall from the
cherry tree,
Drifting gently in the
breeze.
A sense of tranquility fills
the air,
As nature whispers
secrets rare.

a) Anxious
b) Serene
c) Angry
d) Playful

Answers:
1. b) Serene
2. b) Angry
3. b) Peaceful
4. b) Gloomy
5. c) Happy
6. b) Hopeful
7. b) Relieved
8. b) Romantic
9. b) Overwhelmed
10. b) Serene

Read each short poem

carefully and determine
the appropriate mood
from the options
provided.

Poem 1:
In the heart of Manila,
bustling and bright,
28
 Jeepneys roam through
streets day and night.
Smiles and laughter, a
cacophony of sound,
The spirit of the
Philippines, forever
unbound.

a) Joyful
b) Melancholic
c) Excited
d) Serene

Poem 2:
Rice terraces carved into
mountainsides,
A testament to the
farmers' timeless strides.
Each step a labor of love
and toil,
Nurturing the land's rich
soil.

a) Serene
b) Hopeful
c) Nostalgic
d) Anxious

Boracay's shores, white

sands so fine,
Kissed by the sun,
beneath coconut palms
they recline.
Turquoise waters, crystal
clear,
A paradise cherished year
after year.

29
 a) Tranquil
b) Joyful
c) Anxious
d) Gloomy

Poem 4:
Mayon Volcano, majestic
and grand,
A sentinel watching over
Albay's land.
Its perfect cone, a sight to
behold,
Stories of legends, forever
told.

a) Reverent
b) Fearful
c) Energetic
d) Calm

Poem 5:
Barong Tagalog, woven
with pride,
A symbol of Filipino
heritage, worn with
stride.
Each stitch, each thread,
a story untold,
Of a nation's resilience,
strong and bold.

a) Proud
b) Melancholic
c) Curious
d) Relaxed

Poem 6:
Vigan's cobblestone
30
 streets, echoes of the
past,
Spanish colonial charm,
destined to last.
Heritage houses, standing
tall and proud,
Preserving history,
amidst the crowd.

a) Somber
b) Romantic
c) Serene
d) Energetic

Poem 7:
Tarsiers leap through
Bohol's lush green,
Tiny creatures, seldom
seen.
Eyes wide with wonder,
in their forest home,
Guardians of nature,
wherever they roam.

a) Playful
b) Mysterious
c) Peaceful
d) Tense

Poem 8:
Palawan's Underground
River, a wonder of the
earth,
Carving through
limestone, a mystical
birth.
Stalactites and
stalagmites, silent and
31
 still,
Nature's masterpiece, a
thrill to behold at will.

a) Majestic
b) Anxious
c) Melancholic
d) Confused

Poem 9:
Manila Bay, where the
sun sets low,
Painting the sky with a
golden glow.
Fishermen's boats,
silhouetted against the
light,
A scene of beauty, a
tranquil sight.

a) Peaceful
b) Melancholic
c) Hopeful
d) Joyful

Poem 10:
Bangus sizzles in the
pan, flavors so divine,
A taste of home, in every
bite, we find.
Adobo, sinigang, halo-
halo sweet,
Filipino cuisine, a
culinary feat.

a) Content
b) Playful
c) Melancholic
32
 d) Excited

Answers:

1. a) Joyful
2. b) Hopeful
3. a) Tranquil
4. a) Reverent
5. a) Proud
6. c) Serene
7. b) Mysterious
8. a) Majestic
9. a) Peaceful
10. a) Content

ACTIVITY 1F: WRITING ACTIVITY 2F: WRITING ACTIVITY 3E: TONE ACTIVITY 4E: POETRY
FIGURES OF SPEECH SOUND DEVICES AND MOOD HUNTING HUNTING

Directions: Write two Directions: Write two DO: Let the students look DO: Let the students
Additional Activities for examples of every figure examples of every sound for a poem that they like search on books and
Application or of speech that you device that you learned and make them identify online for a sample poem
Remediation (if applicable) learned today. Write it in today. Write it in your its tone and mood. written by a Filipino poet.
your notebook. Be ready notebook. Be ready to read Make them identify the
to read your work in the your work in the class. diction, pattern, and
class. motif.

Remarks
Reflection

Prepared by: Reviewed by: Approved by:

________________________ ________________________ ________________________

Subject Teacher Master Teacher/Head Teacher School Head

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