English-7-LP-Q1-W4 - Affixes

Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City
District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
Name: ELVIRA O. INOC Position: TEACHER III
Learning Area: ENGLISH Grade: 7 Date: August 19 – 22, 2024

iPlan No.: Quarter/Week: Q1, Duration: 45 min
W3
I. CURRICULUM STANDARDS AND LESSON COMPETENCIES CONTENT
A. Content Standards The learners demonstrate their multi literacies and communicative competence in
evaluating Philippine literature (poetry) for clarity of meaning, purpose, and
target audience as a foundation for publishing original literary texts that reflect
local and national identity.
B. Performance Standards The learners analyze the style, form, and features of Philippine poetry (lyric,
narrative, dramatic); evaluate poetry for clarity of meaning, purpose, and target
audience; and compose and publish an original multimodal literary text (poem)
that represents their meaning, purpose, and target audience, and reflects their
local and national identity.
C. Most Essential 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.
D. Learning 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.
E. Content Poetry: Context Clues, Affixes and Author
F. Integration Sustainable Development Goal 4 Quality Education
II. LEARNING RESOURCES
A. References 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) | Download The Bible App Now. (n.d.). In
www.bible.com. https://www.bible.com/bible/59/LAM.3.22-23.esv
B. Other Learning Resources and Materials

PictureQuotes.com. (n.d.). PictureQuotes.com.from
https://www.picturequotes.com/in-times-of-trouble-be-strong-and-wait-patiently-
for-god-to-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 PROCEDURES
Preliminaries
A. Activating Prior Knowledge DAY 1 1. Short Review
( ___minutes) Fill – in the Gaps
Minds and Moods 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
Sta. Rosa National High School

Address: Sta. Rosa, Lapu-Lapu City
Sta. Rosa National High School-JHS - DepEd Region 7
District 9
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?
B. Establishing Lesson Purpose 1.Lesson Purpose
(___ minutes)
Aims 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.”
• Qur’an Verse
“You alone we worship, and You alone we ask for help.” (Qur'an 1:4)
• Quotation
“In times of trouble, be strong. And wait patiently for God to rescue you.” -Laila
Gifty Akita
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?
Unlocking Content Vocabulary
Read the description carefully. Choose your answer from the word box below.
Write your answer to the blank provided before the number.
*Context clues *Antonym Clues

*Affixes
*Author *Prefixes *Suffixes
*Synonym clues
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_______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 Deepening Day 2

Understanding 1.Explicitation
(___ minutes) Context Clues
Tasks and Thoughts Context clues in poetry are hints or pieces of information within the poem that
help readers understand the meaning of 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
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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: ____________
5.Poem Excerpt: "The child was exuberant, filled with energy and excitement."
Meaning: ____________
6.Poem Excerpt: "The storm was ferocious, with strong winds and relentless
rain."
Meaning: ____________
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

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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
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

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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:

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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?
D. Making Generalization and Abstraction DAY 4
(___ minutes) 1.Learners’ Takeaways
Exit Slip: 3, 2 1
On a piece of paper, ask the student to provide what is being asked for:
●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.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

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E. Evaluating Learning DAY 4
(___minutes) 1.
Tools for Assessment Formative Assessment
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
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?

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F. Teacher’s Remarks
Annotations
G. Teacher’s Reflection
Gaps and Gains
Prepared by:
ELVIRA O. INOC
Teacher III
Inspected by:
KARLA MAY A. SABUSAY

English Coordinator
Checked by:
JUDELYN O. DUGAN
Master Teacher II, English Dept.
Noted by:
NATIADEL P. SAYO
Principal I`


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Republic of the Philippines

Learning Area: ENGLISH Grade: 7 Date: August 19 – 22, 2024

B. Other Learning Resources and Materials

Sta. Rosa National High School

Bible Verse Lamentations

Unlocking Content Vocabulary

*Context clues *Antonym Clues

_______1.Hints or pieces of information within the poem that help readers

______2. A person who creates or produces written, spoken, or visual works.

______5. Affixes attached to the beginning of a root word (e.g., "un-" in

C. Developing and Deepening Day 2

Sta. Rosa National High School

Sta. Rosa National High School

Sta. Rosa National High School

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

'Cause what if your blessings come through raindrops?

We pray for wisdom

'Cause what if your blessings come through raindrops?

When friends betray us

What if my greatest disappointments

Sta. Rosa National High School

KARLA MAY A. SABUSAY

Sta. Rosa National High School

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Context clues Antonym Clues