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IDF Week 1

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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: July 29,30- Aug. 1-2, 2024
Subject and Grade Level: English 7 Week: 1 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-1 Analyze literary texts as expressions of individual or communal values within.
Learning Objectives
C. Learning 1. Explain and share a critical insight on the feelings evoked from a reading material.
Competencies and 2. Read and define words related to the text, and deduce meaning of words
Objectives 3. Determine and differentiate the structure and elements of a poem.
4. Identify and evaluate the structural, biographical, historical, and sociocultural context of a poem.
5. Discuss school rules and regulation, subject requirements, class rules, etc.
D. Content/s Poetry: Descriptions and Imagery
Environmental awareness and preservation
SDG 13: Take urgent action to combat climate change and its impacts
A. Integration
SDG 15: Protect, restore, and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat
desertification, and halt and reverse land degradation and halt biodiversity loss
II. LEARNING RESOURCES
 A Core Memory | Know Your Meme. (n.d.). Www.google.com. Retrieved May 24, 2024, from https://www.google.com/imgres?imgurl=
 Ako ay Pilipino Lyrics [Video]. YouTube. https://www.youtube.com/watch?v=
 For the Young Yearning a Song of Green. SCRIBD. https://www.scribd.com/document/671710693/Demo Gonzales, N.V.M. (2016, January 13
 My Favorite Song Collection (2022). Set You Free https://www.youtube.com/watch?v=

III. TEACHING AND LEARNING PROCEDURE


A. Activating Prior DAY 1
Knowledge 1. A Core Memory (Short Review)
(Minds & Moods) Show to the class a picture from the Disney film ‘Inside Out’. Ask the students if they are familiar with the movie. Briefly,
share the plot of the study and introduce the concept of core memory or memories which makes one feel extremely happy,
sad, or excited. Encourage them to share a core memory from their previous English class. Ask them what made them
choose that memory or what made that story unforgettable. Allow the students more time to recall their memories and
encourage them to share these memories to the class.

Link: https://images.app.goo.gl/hwgaoZ1AVmgu 1jQp6


Group Activity: Strengths and Weaknesses from Last Year's English Class
Organize the class into groups of 4-5 members. Each student will identify and share one strength and one weakness from
their performance in last year's English class.
 Examples of strengths could include strong essay writing skills, good understanding of grammar, or effective participation in
class discussions.
After sharing, group members will take turns offering a tip or piece of advice on how to address a weakness or reinforce a strength
shared by a member.
• Tips for addressing weaknesses might include strategies like regular reading practice, using vocabulary-building apps, or
practicing public speaking.
• Tips for reinforcing strengths might include engaging in advanced writing exercises, participating in debate clubs, or taking
on leadership roles in group projects.
The group will select one representative to share their group's findings and feedback with the entire class. The chosen representative
from each group will present their group’s collective insights, tips, and advice to the class.
Lesson Purpose Activity:
Knowing Your Feelings Through Music
1. The teacher will introduce the nationalistic song "Ako Ay Pilipino."
2. Listening and Singing:
• First Listening: Play the song "Ako Ay Pilipino" once for the students to familiarize themselves with the tune and lyrics.
• Second Listening: Play the song a second time, encouraging students to sing along.
3. After the singing activity, initiate a class discussion with the following questions:
a. What are your thoughts about the song "Ako Ay Pilipino"?
b. How did the song make you feel?
c. Did you experience any specific emotions while listening and singing (e.g., joy, sadness, pride, love)? Why do you think you felt
that way?
B. Establishing Lesson d. Have you ever expressed your feelings in a creative way, such as writing a poem or song? Share your experience with the class.
Purpose
(Aims) Unlocking Content Vocabulary
Activity: Think and Pick! Word Puzzle

The teacher introduces the "Think and Pick!" word puzzle, which contains key terms related to poetry.
1. Word Puzzle Activity:
Students are given time to find and write down at least five words from the puzzle in their notebooks. Words can be found
horizontally, vertically, and diagonally.
2. Class Discussion:
After completing the puzzle, the teacher asks the students:
a. Are you familiar with the words you found in the puzzle? How familiar are you with these words?
b. Define or explain any of these terms in your own words?
c. Now that you know the key terms we will be using, what are your expectations for our lesson on poetry?
1. Explicitation
Agree or Disagree

The teacher will ask the students to read and answer the following statements below. The students will simply write ‘AGREE’ or
‘DISAGREE’ on their notebook.

1. A Character is an individual who plays a part in a literary piece.


2. Characterization is a term used to describe the strategies that an author utilizes to present and develop the characters in literature.
3. A character that goes against another character is a conflict that does not arise in a literary work.
4. A challenge that a character may encounter in a literary piece is one that turns him, the character against nature, this means the
weather, wilderness or natural disaster.
5. In a piece of writing, a character may be pitted against the society when he is placed in opposition with the government or a
C. Developing and cultural tradition.
Deepening 6. Conflict is the problem in the story.
Understanding 7. A linear plot is one that takes the text back in time from the current point.
(Tasks and Thoughts) 8. One that moves in chronological order is called a flashback plot.
9. Plot refers to the series of events in a written work.
10. The antagonist is the main character in a story while the protagonist is the one that opposes the main character.

The teacher will ask the students the following questions:


● What can you say about each of the statement used in our ‘Agree or Disagree’ activity?
● Why is it important that you can distinguish each element of poetry?

DAY 2 - 3
Worked Example Activity: Describing and Reading
1. Image Description:
 The teacher shows an image of a beach to the class.
 Students are asked to describe the beach as best as they can.
2. Connecting to poetry:
The teacher explains that good descriptions are also important in poetry, making connections between the students’ descriptions and
the imagery used in poems.
3. Reading a Poem: Read the short poem "Song" by 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.

4. Discussion Questions:
a. Name the character/s that play or move.
b. What feeling do you think is expressed in the poem. Cite a text or a line
c. What are the things described in the poem?
d. What are some descriptive words you found?
e. How did the descriptive words help you in analyzing the poem?

Descriptive Words
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.

POWER OF WORDS
Directions: Form words out of the jumbled letters and use the sentence provided as context clues. Write your answer on your
notebook.

1. B M U N – unable to feel anything in a particular part of your body.


He felt ______on his right arm after hitting it hard on a tree trunk.
2. P I L S – stammering or faltering when speaking.
She spoke with a slight ______ when she met Mr. Richards.
3. N R C X B E U A E – having the quality of high energy and cheerfulness.
Sarah walked with ______when she was called to receive her award.
4. N I E R I G N A G D – something existing for a very long time and is difficult to change.
Our traditions are already _____ in our culture.
5. G R L I A E P I G M – a journey usually to any unfamiliar place to discover new experience and understanding of self and others/
Julius wants to go on a _____ to Simala Shrine.
6. E C E D T H - to cut a pattern on a smooth surface.
Judy _____ her name on a wooden plank as a remembrance.
7. D T E V N R A – green with grass and other vegetation
The cows grazed on the lush and _____ hills of Bohol.
8. M E L R A – a kingdom or domain.
The forest is a lion’s _______.
9. D I R D K N E – similar in kind or related (as a family)
Grandmother held a party for all her children and _______.

3. Lesson Activity
Read a poem out loud entitled “For the Young Yearning a Song of Green.”

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.
Guide Questions (Fulfill Me):
1. Character: Who do you think is the one speaking in the poem?
2. Characterization: What word/s support the author’s claim to “Never tell the children trees are numb”?
3. Conflict: Which line in the poem tells that there is a conflict?
4. Plot: How was the story revealed?

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.”
Guide Questions (Find My Form):
1. What are the words that rhyme?
2. What emotion or tone is present in the poem. Pick out the text evidence.
3. What pattern is used? Look at how the lines are being written.
4. Can you describe the choice of words(diction) used in the poem.

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

Guide Questions (Color Me):


Color the words described by the highlighted words. Then, answer the following:
1. Whose attributes or descriptions do these words refer to?
2. What figure of speech do you think is used?
3. What are figures of speech? Do you know of other figures of speech like simile and metaphor? Can you mention some examples?
4. In what point of view the poem is presented?
5. How are the sequencing of the idea delivered?

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.
D. Making Generalizations ● List down two things you want to learn more about.
(Abstraction) ● Ask one question about the lesson.
2. Reflection on Learning Activity: Sharing Learning Moments and Areas for Improvement
The teacher divides the class into small groups. Within each group, students share their observations about their best learning
moments and areas where they think they can improve. Each group consolidates their answers into a summary. Two representatives
from each group present their group's summary to the class.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
Formative Assessment
Using the poem “For the Young Yearning a Song of Green,” the class needs to do the following:
1. Pick out the text evidence, the place where the story is written, lines which you can relate about history, and the group of people
the poem context is connected to.
2. Give reasons to support your answers for question number 1. (Use the table below as reference)

E. Evaluating Learning
(Test)

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

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