ENG7-WEEK 1. poetry,imagery,sound device

poetry

1. WEEK 1 QUARTER 1 English 7

2. DAY 1 WEEK 1 English 7

3. OBJECTIVES: Explain and share a critical insight on the feelings evoked from a reading material. Read and define words related to the text, and deduce meaning of words Determine and differentiate the structure and elements of a poem. At the end of the lesson, you are able to: Identify and evaluate the structural, biographical, historical, and sociocultural context of a poem.

4. What can you remember from your English Class when you were in Grade 6? ACTIVITY 1 CORE MEMORY

5. ACTIVITY 2 S.W.O.T Strenghts: Weaknesses: Opportunities: Threats:

6. Strenghts: Weaknesses: Opportunities: Threats: What are your strengths in your English class before? What are your weaknesses in your English class before? how can you address to improve your weaknesses? what ways can you do to reinforce your strenght? What problems hindered your performance in your english class?

7. ACTIVITY 3 KNOWING FEELINGS THROUGH MUSIC Let us listen and sing our nationalistic song “Ako ay Pilipino”

8. ACTIVITY 3 KNOWING FEELINGS THROUGH MUSIC what are your thoughts about the song “ako ay pilipino”?

9. ACTIVITY 3 KNOWING FEELINGS THROUGH MUSIC what did you feel while listening and singing the song? why do you think that you felt that way?

10. ACTIVITY 3 KNOWING FEELINGS THROUGH MUSIC have you ever expressed your feelings in a creative way, such as writing a song or poem?

11. ACTIVITY 4 THINK AND PICK: WORD PUZZLE can you find the words that are related to poetry? Character Plot Tone Conflict Mood Use the direction of the arrow as your clue.

12. can you find the words that are related to poetry? Character Plot Tone Conflict Mood Use the direction of the arrow as your clue. Character SOLUTION Plot Tone Mood Conflict Click the word to reveal the answer

13. POEM AND ITS ELEMENTS

14. A POEM IS A PIECE OF WRITING, USUALLY USING SOME KIND OF rhyme scheme or metrical pattern, that expresses a writer’s feelings (or the feelings of a persona ). WHAT IS POEM?

15. ELEMENTS OF A SHORT STORY

16. IS THE PROBLEM IN THE STORY CONFLICT Types of Conflict: Character vs. Character Character vs. Society Character vs. Nature

17. THIS IS A COMMON TYPE OF CONFLICT IN WHICH ONE CHARACTER’S (PROTAGONIST) NEEDS OR WANTS ARE AT ODDS WITH ANOTHER CHARACTER (ANTAGONIST). CHARACTER VS. CHARACTER PROTAGONIST - MAIN CHARACTER OF THE STORY. ANTAGONIST - OPPOSES THE MAIN CHARACTER

18. THIS IS A COMMON TYPE OF CONFLICT IN WHICH ONE CHARACTER’S (PROTAGONIST) NEEDS OR WANTS ARE AT ODDS WITH ANOTHER CHARACTER (ANTAGONIST). CHARACTER VS. CHARACTER Tanggol vs. Rigor

19. THE CHARACTER IS IN OPPOSITION WITH SOCIETY OR LARGER GROUP - THE GOVERNMENT, COMMUNITY, OR CULTURAL TRADITION. CHARACTER VS. SOCIETY

20. THE CHARACTER IS IN OPPOSITION WITH NATURE. CHARACTER VS. NATURE WEATHER WILDERNESS NATURAL DISASTERS

21. AN INDIVIDUAL WHO PLAYS A PART IN LITERARY PIECE. CHARACTER Protagonist THE MAIN CHARACTER OF A STORY Antagonist OPPOSES THE MAIN CHARACTER/PROTAGONISTS

22. THE WAY OF AN AUTHOR SHOWS THE PERSONALITIES OF CHARACTERS CHARACTERIZATION Examples:

23. SEQUENCE OF EVENTS IN A STORY PLOT LINEAR PLOT The events move in a chronological order FLASHBACK PLOT TAKE THE EVENT BACK IN PARTICULAR TIME FROM THE CURRENT POINT.

24. SEQUENCE OF EVENTS IN A STORY PLOT (Linear Plot) Exposition BEGINNING OF THE STORY WHERE CHARACTERS AND SETTING ARE INTRODUCED

25. SEQUENCE OF EVENTS IN A STORY Inciting Incident THE EVENT IN THE STORY THAT CAUSES THE CONFLICT. PLOT (Linear Plot)

26. SEQUENCE OF EVENTS IN A STORY Rising Action THE EVENTS THAT LEAD UP TO THE MOST INTENSE MOMENT IN THE STORY PLOT (Linear Plot)

27. SEQUENCE OF EVENTS IN A STORY Climax THE HIGHEST / TURNING POINT OF THE STORY PLOT (Linear Plot)

28. SEQUENCE OF EVENTS IN A STORY Falling Action THE EVENT WHEN THE CONFLICT IS RESOLVED PLOT (Linear Plot)

29. SEQUENCE OF EVENTS IN A STORY Resolution THE END OF THE STORY “Denouement” PLOT (Linear Plot)

30. THE FEELING SET BY THE AUTHOR AND READER IN THE POEM TONE AND MOOD TONE THE FEELING / ATMOSPHERE THAT THE AUTHOR HAS SET IN THE POEM MOOD THE FEELING / ATMOSPHERE THAT THE READER FELT AFTER READING THE POEM

31. ACTIVITY 5 AGREE OR DISAGREE Agree Disagree READ AND UNDERSTAND THE FOLLOWING STATEMENTS, THEN TELL WHETHER YOU AGREE OR DISAGREE.

32. Agree Disagree A character is an individual who plays a part in literary work.

33. Characterization is the term used to describe the strategies that the author utilizes to present and develop characters in literature. Agree Disagree

34. Agree Disagree A character that goes against another character is a conflict that does not arise in a literary work.

35. A challenge that a character may encounter in literary piece is against nature , meaning the weather, wilderness, or natural disaster. Agree Disagree

36. A character may be pitted against the society when he/she is placed in the opposition with the government or cultural tradition. Agree Disagree

37. Conflict is the problem in the story. Agree Disagree

38. A linear plot is one takes the text back in time from the current point. Agree Disagree

39. One that moves in chronological order is called a flashback plot . Agree Disagree

40. The antagonist is the main character in the story. Agree Disagree

41. The protagonist is the one who opposes the main character. Agree Disagree

42. DAY 2 WEEK 1

43. ACTIVITY 6 DESCRIBE ME! DESCRIBE THE PICTURE AS BEST AS YOU CAN.

44. KEY TAKEAWAY! DESCRIPTIONS CREATE VIVID IMAGES THAT ARE IMPORTANT IN ACTIVATING THE READER’S SENSES.

45. SONG NVM Gonzales Behold the beautiful land, The young hills and the corn; In the green river’s womb Children are born. Honey’s in the forest Blue fish in the sea; The ash gray of the clearings Grows grain for me. TIME TO READ!

46. SONG NVM Gonzales Behold the beautiful land, The young hills and the corn; In the green river’s womb Children are born. Honey’s in the forest Blue fish in the sea; The ash gray of the clearings Grows grain for me. NAME THE CHARACTER/S THAT PLAY OR MOVE. 4. WHAT ARE SOME DESCRIPTIVE WORDS YOU FOUND? 2. WHAT FEELING IS EXPRESSED IN THE POEM? CITE A TEXT OR LINE. 3. WHAT ARE THE THINGS DESCRIBED IN THE POEM? 5. HOW THESE DESCRIPTIVE WORDS HELP YOU ANALYZE THE POEM?

47. Descriptive words help a writer create vivid mental images for readers, painting scenes, emotions, or sensory experiences through language. They can evoke specific emotions or moods, adding depth to the poem. Descriptive words provide specific details that enhance the reader's understanding and engagement with the poem. They can describe physical characteristics, actions, or even abstract concepts in a tangible way. DESCRIPTIVE WORDS

48. ACTIVITY 7 POWER OF WORDS FORM WORDS OUT OF THE JUMBLED LETTERS AND USE THE SENTENCE PROVIDED AS CONTEXT CLUES.

49. B M U N DEFINITION: UNABLE TO FEEL ANYTHING IN A PARTICULAR PART OF YOUR BODY. SENTENCE: HE FELT ______ON HIS RIGHT ARM AFTER HITTING IT HARD ON A TREE TRUNK. N U M B

50. P I L S DEFINITION: STAMMERING OR FALTERING WHEN SPEAKING. SENTENCE: SHE SPOKE WITH A SLIGHT ______ WHEN SHE MET MR. RICHARDS. L I S P

51. E N R C X B E U A E DEFINITION: HAVING THE QUALITY OF HIGH ENERGY AND CHEERFULNESS. SENTENCE: SARAH WALKED WITH ______WHEN SHE WAS CALLED TO RECEIVE HER AWARD. E X U B E R A N C E

52. N I E R I G N A D DEFINITION: SOMETHING EXISTING FOR A VERY LONG TIME AND IS DIFFICULT TO CHANGE. SENTENCE: OUR TRADITIONS ARE ALREADY _____ IN OUR CULTURE. I N G R A I N E D

53. G R L I A E P I G M DEFINITION: A JOURNEY USUALLY TO ANY UNFAMILIAR PLACE TO DISCOVER NEW EXPERIENCE AND UNDERSTANDING OF SELF AND OTHERS/ SENTENCE: JULIUS WANTS TO GO ON A _____ TO SIMALA SHRINE. P I L G R I M A G E

54. E C E D T H DEFINITION: TO CUT A PATTERN ON A SMOOTH SURFACE. SENTENCE: JUDY _____ HER NAME ON A WOODEN PLANK AS A REMEMBRANCE. E T C H E D

55. D T E V N R A DEFINITION: GREEN WITH GRASS AND OTHER VEGETATION SENTENCE: THE COWS GRAZED ON THE LUSH AND _____ HILLS OF BOHOL. V E R D A N T

56. M E L R A DEFINITION: A KINGDOM OR DOMAIN. SENTENCE: THE FOREST IS A LION’S _______. R E A L M

57. ACTIVITY 8 FULFILL ME, POINT IT OUT! FIND MY FORM, COLOR ME READ A POEM OUT LOUD ENTITLED “FOR THE YOUNG YEARNING A SONG OF GREEN.” THE READING WILL BE DIVIDED PER STANZA, AND GUIDE QUESTIONS WILL BE ASKED FOR EVERY PAUSES.

58. FOR THE YOUNG YEARNING A SONG OF GREEN By Arnold Molina Azurin Never tell the children trees are numb They hold secrets Of soil or sun: they lisp their quiet MELODIES OF GREEN EXUBERANCE TO PASSERBY. TWIGS TRIP THE WIND SO LEAVES MAY FLUTTER THEIR FRAGRANT SALUTES, GRIEFLESS GOODBYES. 1. WHO DO YOU THINK IS THE ONE SPEAKING IN THE POEM? 2. WHAT WORD/S SUPPORT THE AUTHOR’S CLAIM TO “NEVER TELL THE CHILDREN TREES ARE NUMB”? 3. WHICH LINE IN THE POEM TELLS THAT THERE IS A CONFLICT? 4. HOW WAS THE STORY REVEALED?

59. WITHIN THEIR TRUNKS, RINGS ARE INGRAINED, Telling of refrains Of lush rain or blooming: Times pilgrimage But upon the bark Tender passages are etched: Jun loves Ester Complete with the year, Arrow and heart border, despite the order “Defacing Trees is Punishable.” WHAT EMOTION OR TONE IS PRESENT IN THE POEM. PICK OUT THE TEXT EVIDENCE.

60. STILLNESS IS YET THEIR CLEAREST EXPRESSION In beckoning birds and Orchids onto their limbs. Now bear in mind, Each leaf falling Is the precious page in their petition For still a verdant season WHOSE ATTRIBUTES OR DESCRIPTIONS DO THESE WORDS REFER TO?

61. DAY 4 English 7 WEEK 1

62. ACTIVITY 9 EXIT SLIP: 3-2-1 3 2 1 THREE THINGS YOU LEARNED FROM THE LESSON. TWO THINGS YOU WANT TO LEARN MORE ABOUT. ONE QUESTION ABOUT THE LESSON

63. BIOGRAPHICAL CONTEXT PLACES THE LITERARY WORKS WITHIN THE CONTEXT OF AUTHOR’S LIFE AUTHOR’S LIFE MAY AFFECT HIS / HER WRITINGS HISTORICAL CONTEXT REFERS TO THE SOCIAL, CULTURAL, AND POLITICAL CONDITIONS THAT SHAPED THE WORLD IN WHICH THE STORY IS SET REPRESENTS BELIEFS, CUSTOMS, AND VALUES SHARED AMONG A GROUP OF INDIVIDUALS WITHIN A SPECIFIC TIMEFRAME. SOCIOCULTURAL CONTEXT

64. ARNOLD MOLINA AZURIN POET/ESSAYIST Arnold Molina Azurin is an anthropologist and writer who has contributed significantly to Filipino literature. His works explore themes related to culture, history, and identity, often drawing inspiration from the rich landscapes of the Philippines. In recent years, Azurin has explored themes related to uncertainty and climate change. He has shared excerpts from his work Agayayos (Ilokano for “flowing”) in which he delves into history, landscape, and memory .

65. For the Young Yearning a Song of Green By Arnold Molina Azurin Never tell the children trees are numb They hold secrets Of soil or sun: they lisp their quiet Melodies of green Exuberance to passerby. Twigs trip the wind So leaves may flutter Their fragrant salutes, griefless goodbyes. Within their trunks, rings are ingrained, Telling of refrains Of lush rain or blooming: Times pilgrimage But upon the bark Tender passages are etched: Jun loves Ester Complete with the year, Arrow and heart border, despite the order “Defacing Trees is Punishable.” Context Text Evidence Reasons Biographical Historical Sociocultural Stillness is yet their clearest expression In beckoning birds and Orchids onto their limbs. Now bear in mind, Each leaf falling Is the precious page in their petition For still a verdant season

66. JOB WELL DONE