Republic of the Philippines

Department of Education
Region VII-Central Visayas
SCHOOLS DIVISION OF BOHOL

Instructional Design Framework (IDF)

MATATAG Curriculum

Teacher’s Name: MA. GRACE AMOR C. BRINA Quarter: 1 Date: August 12-16, 2024
Subject and Grade Level: English 7 Week: 3 Time: 8:45-9:45 & 10:00-11:00
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (poetry) for
A. Content Standards clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that reflect local and
national identity.
The learners analyze the style, form, and features of Philippine poetry (lyric, narrative, dramatic); evaluate poetry for clarity of
B. Performance
meaning, purpose, and target audience; and compose and publish an original multimodal literary text (poem) that represents
Standards
their meaning, purpose, and target audience, and reflects their local and national identity.
Learning Competency
EN7LIT-I-2 Analyze the maxims, universal truths, and philosophies presented in the literary text as a means of valuing other
people and their various circumstances in life.
C. Learning
Competencies and Learning Objectives:
Objectives • Recall key insights and concepts from the previous lesson on poetry.
• Interpret the meaning of words and phrases using context clues and affixes.
• Explore the author's background using a biography graphic organizer.
• Analyze a poem to uncover universal truths and essential life themes.
D. Content/s Poetry: Context Clues, Affixes and Author
A. Integration Sustainable Development Goal 4 Quality Education
II. LEARNING RESOURCES
 Ayah al-Fatihah (The Opening) 1:5. (n.d.). Www.islamawakened.com. Retrieved May 25, 2024, from https://www.islamawakened.com/quran/1/5/ BrianBontes.
(2020).
 Blessings -Laura Story with Lyrics [Video]. YouTube. https://www.youtube.com/watch?v=ICnct8THNag Ellis, M. (2023, 31 May).
 Affixes: Definition and Examples [Blog post].
 Grammarly. https://www.grammarly.com/blog/affixes/ https://www.bible.com/bible/59/LAM.3.22-23.
 ESV Lamentations 3:22-23 The steadfast love of the LORD never ceases; his mercies never come to an end; they are new every morning; great is your
faithfulness. | English Standard Version 2016 (ESV)
 PictureQuotes.com. (n.d.). PictureQuotes.com.from https://www.picturequotes.com/in-times-of-trouble-be-strong-and-wait-patiently-for-godto-rescue-you-quote-
1010650 Rizal, J. P. (n.d.).
 A Poem that Has No Title. All Poetry. https://allpoetry.com/A-Poem-That-Has-No-Title

III. TEACHING AND LEARNING PROCEDURE

A. Activating Prior DAY 1
Knowledge 1. Short Review
(Minds & Moods) Fill – in the Gaps
Direction: The paragraph below provides significant details about poetry. Fill in the gaps with appropriate words such as articles,
prepositions, or verbs from the given list to ensure the thoughts flow smoothly and the text is comprehensible.

Poetry ___ a type of literature that conveys thought, describes a scene, or tells a story in a concentrated, lyrical arrangement
of words. Its form, that is made distinct ____ the repetition of similar syllables in words known as rhyme, the feelings _____ the
writers that are detected through its tone ____ the unusual choice of words or the diction, has caused it to be appreciated by its
readers. This piece of literature turns readers ______ profound thinkers with the presence of figures of speech and sound devices
that depict its style.
 Guide Questions:
1. How familiar are you with poetry?
2. What are the elements, language features, and styles of poetry?
3. What value does poetry hold in your daily life?
1. Lesson Purpose
Lay Down the End
The teacher will present one of the following thoughts reflecting faith or belief for the class to ponder. Afterwards, encourage
and allow students to answer and react to the following questions.

Bible Verse Lamentations 3:22-23 ESV

“The steadfast love of the LORD never ceases; his mercies never come to an end; they are new every morning; great is your
faithfulness.”

Guide Questions:
1. During difficult times in life, do you feel that God/Allah is with you?
2. Do you believe in His steadfast love and His power to save you?
B. Establishing Lesson
Unlocking Content Vocabulary
Purpose
Read the description carefully. Choose your answer from the word box below. Write your answer to the blank provided before the
(Aims)
number.
Context clues * Antonym Clues Affixes Author
Prefixes Suffixes Synonym clues

_____________ 1. Hints or pieces of information within the poem that help readers understand the meaning of difficult words or
phrases.
_____________ 2. A person who creates or produces written, spoken, or visual works.
_____________ 3. Small word particles, usually only a few letters, added to a root word to change its meaning or grammatical
properties
_____________ 4. An opposite word or phrase is used to show what the difficult word means by contrast (e.g., Unlike the vibrant
spring, the winter was dreary and dull).
_____________ 5. Affixes attached to the beginning of a root word (e.g., "un-" in "unhappy").
C. Developing and 1. Explicitation
Deepening Context Clues
Understanding Context clues in poetry are hints or pieces of information within the poem that help readers understand the meaning of
(Tasks and Thoughts) difficult words or phrases. These clues can come from the words and sentences surrounding the unfamiliar word, helping readers
figure out its meaning without needing to look it up.

Types of Context Clues

  Definition Clues: Sometimes the poem will provide a definition for a difficult word right in the next line or within the same line
(e.g., The night was somber, dark and gloomy).
 Synonym Clues: The poem might use a word that means the same thing as the difficult word to help explain it (e.g., The
child was elated, filled with joy and happiness).
 Antonym Clues: An opposite word or phrase is used to show what the difficult word means by contrast (e.g., Unlike the
vibrant spring, the winter was dreary and dull).
 Example Clues: The poem gives examples that help explain the difficult word. (e.g., The meadow was teeming with wildlife:
rabbits, deer, and birds were everywhere).
 Explanation Clues: The poem explains the difficult word in more detail within the surrounding lines (e.g., The ancient tree, a
giant oak with sprawling branches, stood as a sentinel in the forest).

How to Use Context Clues

Discuss to the students that the next time they come across a word they don't know in a poem, they can use context clues to help
them understand it by following these steps:
1. Read the Surrounding Lines. Look at the lines before and after the unfamiliar word.
2. Look for Synonyms or Antonyms. Check if the poem uses similar or opposite words to explain the difficult word.
3. Check for Examples. See if the poem provides examples that illustrate what the word means.
4. Find Definitions or Explanations. Look for a definition or a detailed description within the poem.

Practice Example
Let's look at an example to practice using context clues:
Poem Excerpt: "The old mansion was eerie, with its creaking floors and ghostly shadows."
Context Clue: The phrase "creaking floors and ghostly shadows" gives a hint about what "eerie" means.
Meaning: Based on these clues, "eerie" likely means something spooky or creepy.

Tell the students that by using these strategies, they can become better at understanding and enjoying poetry, even when it includes
words they haven't seen before.

Practice Activity:
Context Clues in Poetry
Instruct the students to:
• Read each poem excerpt carefully.
• Use the context clues provided in the surrounding lines to determine the meaning of the underlined word.
• Write the meaning of the word and explain which type of context clue helped you (definition, synonym, antonym, example, or
explanation).
Example:
Poem Excerpt: "The old mansion was eerie, with its creaking floors and ghostly shadows."
Meaning: spooky or creepy.
Type of context clue: Explanation.
1. Poem Excerpt: "The sky was azure, a bright blue that stretched across the horizon."
Meaning: ____________
Type of context clue:____

2. Poem Excerpt: "The warrior was valiant, brave and fearless in the face of danger."
Meaning: ____________
Type of context clue: ____________

3. Poem Excerpt: "Her voice was melodious, like the sweet sound of a harp."
Meaning: ____________
Type of Context Clue: ____________

4. Poem Excerpt: "The room felt claustrophobic, unlike the wide-open spaces of the park."
Meaning: ____________
Type of Context Clue: ____________
5. Poem Excerpt: "The child was exuberant, filled with energy and excitement."
Meaning: ____________
Type of Context Clue: ____________
6. Poem Excerpt: "The storm was ferocious, with strong winds and relentless rain."
Meaning: ____________
Type of Context Clue: ____________

More Practice Activity: Using context clues

Direction: Carefully read the following lines and identify the clues to uncover their meanings. Circle your answers from the provided
choices.
1. Is there any cream or lotion that I could use to soothe this pain?
a. destroy b. calm c. ruin d. maintain
2. A very tired father of the house found his repose on that old rocking chair.
a. rest b. anger c. chaos d. friend
3. The administration compelled its staff to provide the office with the necessary documents immediately.
a. pleaded b. asked c. obliged d. requested
4. The company president descends from a poor family that’s why he is very considerate to the needy.
a. originate b. walk c. live d. stay
5. The harsh words that come out his mouth and thrown at his subordinates show that he lacks prudence.
a. caution b. love c. passion d. dignity
DAY 2
Let’s Define Affixes
Affixes are small word particles, usually only a few letters, added to a root word to change its meaning or grammatical
properties. They are classified into four main types based on their position relative to the root word:

1. Prefixes: Affixes attached to the beginning of a root word (e.g., "un-" in "unhappy").
2. Suffixes**: Affixes attached to the end of a root word (e.g., "-ness" in "happiness").
Suffixes are mainly used for grammar purposes:
● verb conjugation (work- worked)
● plurality (fox - foxes)
● possession (Juliana - Juliana’s)
● reflexive pronouns (them - themselves)
● comparatives and superlatives (fast - faster, fastest)
● changing word class (swim - swimmer)
3. Infixes are a special type of affix that comes in the middle of a word. However, the English language doesn’t use infixes. Infixes are
more common in other languages, including Greek, Austronesian languages like Tagalog, and Indigenous American languages like
Choctaw.
4. Circumfixes are pairs of prefixes and suffixes always used together. Circumfixes in English are very rare, but the circumfix of en–
and –en is seen in the common word enlighten, and the circumfix of em– and –en is seen in embolden.

In poetry. Affixes help uncover the meanings of words.

For example, "friend," a noun meaning someone attached to another by affection or esteem, can become an adverb when affixed
with "-ly," as in "friendly," meaning showing kindly interest and goodwill.
When affixed with "un-," the word becomes "unfriendly," meaning unfavorable or unsympathetic.
Other examples of affixes include "- or," "-er," "-ful," "-able," and "-ible." You may enrich your vocabulary by learning to form new
words from given words through affixation. Do this in the vocabulary dynamics.

1. Man has utilized everything that GOD made and improved himself to be worthy of all things on earth. His (Create)
______________ must be very proud of him.
2. Despite the abundance of blessings from GOD, people tend to go wayward and violate HIS laws. But the LORD is always (mercy)
_________________ to forgive him.
3. Fighting for one’s nation and remaining faithful to GOD is an (honor) _________________ characteristic.
4. A (respect) _____________________ is what one becomes when he exudes loyalty and trustworthiness.

Who is an author?
● An author is a person who creates or produces written, spoken, or visual works.
● The term "author" is commonly associated with writers of books, articles, poems, and essays, but it also applies to creators of
speeches, scripts, screenplays, artwork, music, and other forms of creative expression.
● Authors bring creativity, expression, perspective, and communication skills to their work.
● Authors bring their individual perspectives and viewpoints to their work, shaping how they interpret and represent the world around
them.
● Authors have the potential to influence and inspire others through their work. They can spark conversations, challenge perceptions,
evoke emotions, and prompt reflection.
● Authors use language, imagery, symbolism, and storytelling techniques to engage audiences, convey messages, evoke emotions,
and spark thought. Through their creations, authors leave a lasting impact on culture, society, and the human experience.

Day 3

Author Study Day

The teacher will present the diagram and fact sheet to the class. Students will then form groups of four to five members and write
their output on cartolina or manila paper. Afterward, each group will present their work to the class.

Direction:

Discover essential facts about the author by completing the graphic organizer with the given details about him.
Guide Questions:
1. How did you organize the information provided to you?
2. How did creating and completing the graphic organizer help you visualize and understand Dr. Jose Rizal's role as an author?
3. What insights did you gain about your own journey as a reader and writer while creating the graphic organizer?

Lesson Activity (Day 4)

The teacher will lead the class to read the poem “A Poem that Has No Title “by Jose P. Rizal.

A Poem that Has No Title To my Creator

I sing Who did soothe me in my great loss;
To the Merciful and Kind
Who in my troubles gave me repose.

Thou with that pow'r of thine Said: Live!

And with life myself I found;
And shelter gave me thou
And a soul impelled to the good
Like a compass whose point to the North is bound.

Thou did make me descend

From honorable home and respectable stock,
And a homeland thou gavest me
Without limit, fair and rich
Though fortune and prudence it does lack.

The Power of Words

The teacher will divide the class into six groups. Each group will be assigned to explain the significance of the following words in the
given material. Afterwards, the group will choose a representative to present their work in front.

Guide Questions:
1. How is the word "CREATOR" connected to the poem?
2. What do you think is the author’s relationship with the Creator? Which line supports your answer?
3. What did the Creator do with His TROUBLES?
4. Whose POWER is mentioned in the second stanza?
 5. How did the speaker experience this power?
6. What do you think the author meant by "SHELTER"?
7. Where did the author DESCEND? 8. What did the author’s homeland lack besides PRUDENCE?

DAY 4

1. Learners’ Takeaways Exit Slip:

On a piece of paper, the students answer the following:
● Write three things you learned from this lesson.
● List down two things you want to learn more about.
● Ask one question about the lesson.

2. Reflection on Learning
Direction: Complete the following open – ended lines in a short paragraph to get the key ideas of the lesson.

D. Making Generalizations
(Abstraction)

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

E. Evaluating Learning DAY 4 1. Formative Assessment
(Test) Songs Lift the Spirit!

Direction: Listen to the song “Blessings” by Laura Story.

Find similar thoughts the author of the song has with Jose P. Rizal in the poem discussed.
Be guided by the following questions:
1. Amidst trials in life, does the author also find comfort in GOD’s hands?
2. What do those two (the speaker in the song and the author of the poem in focus) think about GOD’s mercy?

Here is the lyrics just in case the teacher is unable to access the link.

Blessings
by Laura Story

We pray for blessings

We pray for peace
Comfort for family, protection while we sleep
We pray for healing, for prosperity
We pray for Your mighty hand to ease our suffering
And all the while, You hear each spoken need
Yet love is way too much to give us lesser things

'Cause what if your blessings come through raindrops?

What if Your healing comes through tears?
What if a thousand sleepless nights
Are what it takes to know You're near?
And what if trials of this life are Your mercies in disguise?

We pray for wisdom

Your voice to hear
And we cry in anger when we cannot feel You near
We doubt Your goodness, we doubt Your love
As if every promise from Your Word is not enough
And all the while, You hear each desperate plea
And long that we'd have faith to believe

'Cause what if your blessings come through raindrops?

What if Your healing comes through tears?
And what if the thousand sleepless nights
Are what it takes to know You're near?
And what if trials of this life are Your mercies in disguise?

When friends betray us

And when darkness seems to win
We know that pain reminds this heart
 That this is not, this is not our home
It's not our home

'Cause what if your blessings come through raindrops?

What if Your healing comes through tears?
And what if the thousand sleepless nights
Are what it takes to know You're near?

What if my greatest disappointments

Or the aching of this life
Is the revealing of a greater thirst this world can't satisfy
And what if trials of this life
The rain, the storms, the hardest nights
Are Your mercies in disguise?

Source: LyricFind
Songwriters: Laura Story
Blessings lyrics © Capitol CMG Publishing, Universal Music Publishing Group, Warner
Chappell Music, Inc

Note observations on
any of the following Effective Practices Problems Encountered
areas:

Strategies explored

F. Teacher’s Remarks Materials used

(Annotations)
Learner Engagement
/ Interaction

Others
G. Teacher’s Reflection Reflection guide or prompt can be on:
(Gains)  Principles behind the teaching:
What principles and beliefs informed my lesson?
___________________________________________________________________________________________________________
Why did I teach the lesson the way I did?
_____________________________________________________________________________________________________
  Students:
What roles did my students play in my lesson?
_______________________________________________________________________________________________________
What did my students learn? How did they learn?
___________________________________________________________________________________________________
 Ways forward:
What could I have done differently?
______________________________________________________________________________________________________
What can I explore in the next lesson?
___________________________________________________________________________________________________________

Prepared by: Checked by:

MA. GRACE AMOR C. BRINA JUDITH S. REAL

Subject Teacher Principal I