Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Division of Dapitan City
TALISAY INTEGRATED SCHOOL
Talisay, Dapitan City

ENGLISH 7
IDF-BASED LESSON PLAN

TEACHE
CHRISTINE JERA E. QUINES SUBJECT ENGLISH GRADE 7
R
DIVISIO
DAPITAN CITY DATE JULY 29- AUGUST 2, 2024 QUARTER 1ST
N
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (poetry)
Standards for clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that reflect local
and national identity.
B. The learners analyze the style, form, and features of Philippine poetry (lyric, narrative, dramatic); evaluate poetry for
Performance clarity of meaning, purpose, and target audience; and compose and publish an original multimodal literary text (poem)
Standards that represents their meaning, purpose, and target audience, and reflects their local and national identity.
C. Learning EN7LIT-I-1 Analyze EN7LIT-I-1 Analyze EN7LIT-I-1 Analyze EN7LIT-I-1 Analyze EN7LIT-I-1
Competenci literary texts as literary texts as literary texts as literary texts as Analyze literary
es and expressions of expressions of individual expressions of individual expressions of texts as
Objectives individual or communal or communal values or communal values individual or expressions of
values within: within: historical within: communal values individual or
historical context context within: structural communal values
1. Identify features of context within: structural
1. Identify features 1. Identify features of poetry. context
of poetry. poetry. 2. Infer meaning from 1. Define
2. Infer meaning 2. Infer meaning from the poem being conflict in 1. Define
from the poem the poem being read. structural conflict in
being read. read. 3. Relate poem to context structural
3. Relate poem to 3. Relate poem to real life situation poetry. context
 real life situation real life situation 4. Cite difficult words 2. Classify the poetry.
4. Cite difficult 4. Cite difficult words in the poem and type of 2. Classify the
words in the in the poem and use the words in conflict type of
poem and use use the words in constructing a present in conflict
the words in constructing a sentence the poem. present in
constructing a sentence 3. Differentiate the poem.
sentence the different 3. Differentiat
types of e the
conflict. different
types of
conflict.
D. Content They Say Filipina is They Say Filipina is They Say Filipina is Structural Structural
Another Name for Another Name for Another Name for Context of a Context of a
Maid Maid Maid Poem (Conflict) Poem (Conflict)
By Luisa A. Igloria By Luisa A. Igloria By Luisa A. Igloria
(Continuation of (Continuation of
Activity) Activity)
E. Values, Social Values, Social Science Values, Social Science Values, Social
Integration Science Science
II. LEARNING RESOURCES
LITERATURE 111 LITERATURE 111 LITERATURE 111 LITERATURE 111 LITERATURE 111
(norminblogs.blogspot.co (norminblogs.blogspot.co (norminblogs.blogspot.co (norminblogs.blogs (norminblogs.blog
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English MATATAG English MATATAG English MATATAG English MATATAG English MATATAG
Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
Conflict - Definition Conflict -
and Examples - Definition and
Poem Analysis Examples - Poem
Analysis
III. TEACHING AND LEARNING
PROCEDURE
A. Activating The teacher shows a The teacher shows a The teacher shows a The teacher The teacher
Prior picture of a “MAID” picture of a “MAID” picture of a “MAID” presents series of presents series of
Knowledge pictures in the pictures in the
The students describe The students describe The students describe the class. class.
the picture and define the picture and define picture and define what a
what a maid is. what a maid is. maid is. 1. Two men 1. Two men
quarreling quarreling
2. Person who 2. Person who
lost his/her lost his/her
 money money
3. Typhoon 3. Typhoon

What do you think What do you think

is common among is common
the three pictures among the three
presented? Why do pictures
you say so? presented? Why
do you say so?
B. 1. Lesson 1. Lesson 1. Lesson Purpose 1. Lesson 1. Lesson
Establishing Purpose Purpose The teacher Purpose Purpose
Lesson The teacher The teacher presents a concept The teacher The teacher
Purpose presents a presents a concept map and asks the asks the asks the
concept map and map and asks the students to write students to list students to list
asks the students to write the synonym for down their down their
students to write the synonym for MAID. (Group problems in life problems in
the synonym for MAID. (Group Activity) and share it to life and share
MAID. (Group Activity) the class. it to the class.
Activity) 2. Unpacking of
2. Unpacking of Content Area 2. Unpacking 2. Unpacking
2. Unpacking of Content Area Vocabulary of Content of Content
Content Area Vocabulary The students Area Area
Vocabulary The students unlock the difficult Vocabulary Vocabular
The students unlock the difficult words in the poem. y
unlock the words in the poem.
difficult words in
the poem.

C. 1. Explicit 1. Explicit Teaching 1. Explicit 1. Explicit 1. Explicit

Developing Teaching Oral Recitation Teaching Teaching Teaching
and Oral Recitation a. Why do you Oral Recitation The teacher The teacher
Deepening a. Why do you think a. Why do discusses the discusses the
Understandi think Filipinas Filipinas are you think topic in the topic in the
ng are called called Filipinas class. class.
maids? maids? are called
b. Why do many b. Why do maids? Oral Recitation Oral Recitation
Filipinos many b. Why do a. What are the a. What
decide to Filipinos many three types are the
work abroad? decide to Filipinos of conflict? three
c. Can you think work decide to b. Differentiate types of
 of a reason abroad? work each type. conflict?
why our c. Can you abroad? c. Can you give b. Differen
country think of a c. Can you some tiate
cannot reason why think of a examples of each
sustain the our country reason conflicts type.
needs of cannot why our present c. Can you
every Filipino sustain the country today? give
worker? needs of cannot d. What type of some
d. If you are every sustain conflict is example
given the Filipino the present in s of
chance to worker? needs of the poem, conflicts
help our d. If you are every “They Say present
country, how given the Filipino Filipina is today?
will you help chance to worker? another d. What
your help our d. If you are Name for type of
fellowmen? country, given the Maid?” conflict
e. Do you have how will you chance to is
a relative who help your help our 2. Worked present
is an OFW? fellowmen? country, Example in the
2. Worked e. Do you have how will The students will poem,
Example a relative you help be grouped into “They
Each group must who is an your four. The teacher Say
choose difficult OFW? fellowme presents videos in Filipina
words in the 2. Worked Example n? the class. Each is
poem and use Each group must e. Do you group will be another
the words in a choose difficult have a provided with Name
sentence. words in the poem relative flashcards written: for
and use the words who is an character vs. Maid?”
The teacher in a sentence. OFW? character,
discusses about 2. Worked character vs. 2. Worked
features of The teacher Example society, character Example
poetry. discusses about Each group must vs. nature/ The students will
3. Lesson Activity features of poetry. choose difficult environment. be grouped into
Group 1: Your 3. Lesson Activity words in the poem The students are four. The teacher
mother is an Group 1: Your and use the words going to identify presents videos in
OFW in Saudi. mother is an OFW in a sentence. the conflict present the class. Each
Knowing that her in Saudi. Knowing 3. Lesson in each video. group will be
life in Saudi is that her life in Activity provided with
not easy but Saudi is not easy Group 1: Your 3. Lesson flashcards
could not return but could not mother is an OFW Activity written: character
 back home since return back home in Saudi. Knowing vs. character,
you and your since you and your that her life in The teacher character vs.
siblings are still siblings are still Saudi is not easy presents scenario society, character
studying, what studying, what are but could not or situation in the vs. nature/
are you going to you going to do to return back home class. The students environment.
do to help help alleviate the since you and your will be identifying The students are
alleviate the situation you are siblings are still the conflict present going to identify
situation you are in? studying, what are in each scene. the conflict
in? you going to do to present in each
Group 2: Suppose help alleviate the video.
Group 2: you are an OFW situation you are
Suppose you are working in Saudi, in? 3. Lesson
an OFW working how would you Activity
in Saudi, how plan for the future Group 2: Suppose
would you plan of your family so you are an OFW The teacher
for the future of you will not work working in Saudi, presents scenario
your family so abroad anymore? how would you or situation in the
you will not work plan for the future class. The
abroad anymore? Group 3: Suppose you of your family so students will be
are given the chance to you will not work identifying the
Group 3: speak to the President abroad anymore? conflict present in
Suppose you are about the risks of each scene.
given the chance working abroad, what Group 3: Suppose you are
to speak to the would it be? given the chance to
President about speak to the President
the risks of about the risks of working
working abroad, abroad, what would it be?
what would it be?
D. Making The students will be The students will be The students will be The students will The students will
Generalizati answering the question answering the question answering the question give one word that give one word
ons raised by the teacher: raised by the teacher: raised by the teacher: could summarize that could
the topic being summarize the
What will I do to help What will I do to help my What will I do to help my discussed. topic being
my fellowmen? fellowmen? fellowmen? discussed.

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

A. Evaluating
Learning
B. Teacher’s
Remarks
C. Teacher’s
Reflection

Prepared by Checked by:

CHRISTINE JERA E. QUINES RENE D. ACABAL

Teacher III, English Teacher III- TIC

Approved by:

LEONIDO J. TABILON
School Principal III