MATATAG School: Grade Level: 7

K to 10 Curriculum Teacher: Learning Area: ENGLISH

Weekly Lesson Log Teaching Dates and Time: September 16 - 20, 2024 (WEEK 5) Quarter: 1

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical
Standards structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating
text skills; and knowledge of non-verbal cues and propaganda techniques to produce culture-based texts based on
one’s purpose, context, and target audience.

B. Performance The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture-
Standards based texts: narrative, expository, and persuasive texts appropriate for their purpose context (Indigenous People and
regional celebrations); and target audience using simple, compound, and complex sentences, and age-appropriate and
gender-sensitive language.

C. Learning Publish an original literary text that reflects culture (Poem).

Competencies 1. Analyze how cultural elements (e.g., traditions, beliefs, folklore, symbolism) influence and shape the lives and
and Objectives stories of the people within a chosen culture.
2. Integrate cultural elements into literary work.
3. Communicate cultural nuances through a poem (ensure their original poem accurately and respectfully portrays
the chosen culture).
4. Publish original work.

D. Content Publishing Literary Texts

E. Integration Pride in being Filipino and sense of community

II. LEARNING RESOURCES

Clark, J. (2018). “IFUGAO DIVINITIES: Philippine Mythology & Beliefs.” The Aswang Project, https://www.aswangproject.com/ifugao-
divinities-philippine-mythology-beliefs/
Mayuga, K. (2020). Why Philippine Mythology is a Constant Reminder of Our Roots. Media Commoner. Retrieved on June 3, 2024 from
https://mediacommoner.medium.com/why-philippine-mythology-is-a-constant-reminder-of-our-roots-cbaa4fafda9a
MythLok. Philippine Mythology. Retrieved on June 3, 2024 from https://mythlok.com/world-mythologies/asian/philippine/

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. Short Review
Folklore and Symbolism. Many Filipino poems weave in elements from Filipino
folklore (e.g., tales of mythical creatures like the sarimanok) or use symbols with
cultural significance (e.g., rice symbolizing abundance).

Traditions and Beliefs. Poems might explore the importance of "pagmamano"

(respectful hand-kissing gesture) or the value of family in Filipino society.

Choose a Filipino poem you encountered earlier (or a new one).

1. Can you identify any cultural elements present?
2. How do these elements influence the poem's meaning or theme?

2. Feedback

B. Establishing 1. Lesson Purpose You can all explain that “By

Lesson Purpose Tell your students that, “Today, we are embarking on a creative journey to do integrating cultural elements
just that! In this lesson, we will explore the power of cultural elements in thoughtfully, they can
enriching poetry. We will delve into the traditions, beliefs, and symbols that transform from a reader to a
shape a culture's identity and discover how these elements can be woven into storyteller, sharing the beauty
your original poem.” and essence of a chosen
culture through the art of
Questions: poetry.
1. Think back to poems you've read or heard. Have you ever encountered a
poem that felt so vivid and powerful, it transported you to a different place
or culture? What made that poem so effective?
2. Can you identify any elements that helped create that feeling of
immersion? Did the poem mention specific traditions, beliefs, or
symbols of a particular culture? Did the language paint a clear picture in
your mind?
3. Imagine yourself as a storyteller. How can you use poetry to share the
beauty and essence of a particular culture? What elements would you
need to consider creating a respectful and accurate portrayal?

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 Category Description Example
Traditions Celebrations, rituals, Picture of a
"Sinulog" customs festival
Beliefs Religious practices, Symbol of the Sto. Niño
mythology, indigenous
religions
Folklore Myths, legends, folktales Illustration of the "Maria
Makiling" story
Symbolism National symbols, objects Picture of a "sampaguita"
with cultural meaning flower
Emphasize to your students that their goal is write/create poems that sound
great, paint pictures with words, and show respect for different cultures by
telling their stories accurately. Say:

2. Unlocking Content Vocabulary Use Student Work Sheet #1

Activity 1. Cultural Collage

A. Culture Collage
Gather pictures, illustrations, or short text snippets that represent different
Filipino cultural elements (traditions, beliefs, folklore, symbolism).

B. Vocabulary Showcase
On your collage, write down the vocabulary words you learned throughout
the activities and explain their connection to the specific cultural elements
represented. For example, you could showcase a picture of a "Sinulog"
festival with the word "Santo Niño" and explain its significance as a
religious symbol.

1. Write down the vocabulary words you learned throughout your exploration
of Filipino culture.
2. Choose a specific cultural element from your collage or chart and explain the
connection between them.
3. Use complete sentences to explain how the vocabulary word relates to the
cultural element it represents.

Example:

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 Vocabulary Word: Pista (Festival)
Cultural Element: Picture of the Sinulog Festival (Option 1) or "Traditions" category
in the chart (Option 2)
Explanation: The picture (or category) shows the vibrant Sinulog festival, which is
a tradition held in Cebu to honor the Santo Niño (Holy Child Jesus).

C. Developing and 1. Explicitation

Deepening A. Discuss the concept of "pagmamano" (respectful hand-kissing gesture) as a
Understanding Filipino tradition of showing respect to elders. Then, ask students to read the
following excerpt from "Ang Pagbabalik" by Amado V. Hernandez:

“Nay,” tawag ko, luhhod ako at sasaludo sana sa kanya ngunit pinigil niya ako.
“Huwag kang lumuhod, anak,” malumanay niyang sabi. “Hindi na kailangan pa
ng mga ganitong ritus (ri-tum – tradition) ngayon.” (N.B. "Ritus" is the Tagalog
word used in the poem, but "tradisyon" is a more common term).

After the discussion, ask students the following questions:

1. What does the excerpt reveal about the importance of "pagmamano" in
Filipino culture?
2. How does the use of the word "tradisyon" (tradition) add meaning?
a. Can you think of other situations where "pagmamano" might be
practiced?

B. Briefly discuss the significance of myths and legends in Filipino culture,

often explaining natural phenomena or historical events. Then ask
students:
1. How does this myth or legend explain a natural phenomenon or
historical event?
2. What cultural values or beliefs does it embody?

Writing a Haiku
Now that students have gained the necessary background, guide them to creatively You can check the link for a
integrate Filipino cultural elements into their own writing. The following activity is video on How to Write a Haiku |
called, Haiku with a Filipino Twist. Before doing the activity, introduce the concept Beginner Friendly Poetry Tips:
of Haiku, a traditional Japanese poem with three lines (5-7-5 syllables). https://www.youtube.com/watch?
v=r6p- VOIkht8

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A haiku is an unrhymed Japanese poetic form consisting of 17 syllables arranged
in three lines with five, seven, and five syllables, respectively. It expresses much
and suggests more in the fewest possible words.

While Haiku itself is not a traditional form of Philippine poetry, some contemporary
Filipino poets do experiment with this Japanese poetic form and infuse it with
Filipino themes and imagery. Here's an example:

Rice terraces rise,

Emerald steps to heaven's gate,
Ancestors watch.

This Haiku references the "hagdan-hagdang palayan" (rice terraces) - a UNESCO

World Heritage Site in the Philippines. It uses imagery of the lush green rice
paddies and connects them to a spiritual realm, potentially referencing the
animistic beliefs of some indigenous Filipino groups.

DAY 2
2. Worked Example
Activity 2. Write a Haiku poem (in English or Tagalog) that incorporates a
Filipino cultural element (e.g., a traditional food, a festival, a piece of clothing).
Explain your Haiku by identifying the cultural elements integrated in it.

Example: Use Student Work Sheet #2

Lugaw sa Umaga (Breakfast Porridge)
Steaming white comfort,
Mangga on the side, a sweet start,
Spoon warms the soul too.

My Haiku
A. Write your Haiku here.

B. What is your Haiku about (Cultural Elements):

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DAY 3 - 4
3. Lesson Activity
Explain to your students the rubrics/criteria for assessing a Haiku.
Needs
Excellent (4
Criteria Good (3 points) Fair (2 points) Improvement (1
points) point)
Haiku mostly Haiku
Haiku has some
Haiku strictly follows the 5-7-5 significantly
Syllable deviations from
follows the 5-7-5 syllable pattern, deviates from the
Structure the 5-7-5 syllable
syllable pattern. with minor 5-7-5 syllable The rubric is a guideline that
deviations. pattern. pattern.
Vivid and Some sensory can be adjusted to meet the
sensory details details are Few or no
The poem lacks a specific learning objectives of
Imagery paint a clear present, but the sensory details your lesson. You can modify
picture in the image could be are used. clear image.
reader's mind. stronger. the point values or add extra
A well-chosen
A season word is criteria to suit your needs.
season word No season word
Season Word subtly suggests present, but it is present, or the No attempt is
(Optional) the season may not be the attempt is made to include
most fitting a season word.
without being awkward.
overly literal. choice.
Haiku effectively
integrates Haiku includes Haiku lacks
cultural elements some cultural cultural Haiku does not
attempt to
Cultural (traditions, elements, but elements, or any
Elements beliefs, symbols) they may not be attempt is incorporate
to create a sense fully developed or unclear or cultural
elements.
of place or integrated. inaccurate.
cultural identity.
Haiku evokes a
Haiku evokes Haiku has little Haiku does not
Emotional strong emotional
some emotion in to no emotional evoke any clear
Impact response in the
reader. the reader. impact. emotion.
Haiku presents a Haiku shows Haiku relies on
Originality fresh and unique some originality clichés or Haiku lacks
perspective. in its approach. overused ideas. originality.
Haiku is mostly
Haiku is clear, clear but may Haiku has some Haiku is unclear
Clarity & Flow concise, and have minor unclear phrasing and difficult to
flows smoothly. awkward or awkward flow. understand.
phrasing.

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Total Points: | 28 | 24 | 16 | 8 |

Grading Scale:

 28-24 points: Excellent

 20-23 points: Good
 12-19 points: Fair
 8-11 points: Needs Improvement

After discussing the rubric, you can now ask your students to assess their
classmates’ Haiku.

Activity 3. Peer Review and Appreciation. Have students exchange poems with
classmates. Each student reads the assigned poem, and rates it using the rubric
for assessing a Haiku previously discussed.

Activity 4. Classroom Poetry Café: Culture Corner Showcase.

Step 1. Have students decorate the area with artwork or cultural objects related to
their poems.
Step 2. (Presentation) Each student prepares a short presentation for the class,
reading their poem aloud and explaining the cultural element it incorporates (if
applicable).
Step 3. Encourage classmates to ask questions and share their interpretations of
the poems.
Step 4. (Gallery Walk) After presentations, students can visit the "Culture Corner"
at their own pace, rereading poems and appreciating the cultural context.

Activity 5. Exploring Publication Opportunities. Have students explore various

publication options for their poetry, weigh the pros and cons of each platform, and
receive support in the publishing process. Use Student Work Sheet #3

Materials:
a. Whiteboard or Projector
b. Markers or Pens
c. Chart Paper (optional)

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 d. Examples of school literary magazines (if available) Dedicate a space in the
e. Access to computers or tablets (if discussing social media) classroom as a "Poetry Café" or
"Culture Corner."
Step 1. Brainstorming Publication Possibilities

a. Begin by asking students a question: "Imagine you've written a fantastic Note that Activity 4 can be
poem you'd love to share with the world. How could you get it published?" group work.
b. Encourage students to brainstorm different publication options (e.g., school
literary magazine, online platforms, local newspapers).
c. List the options on the board or chart paper.

Step 2. Investigating Options

Choose two main publication avenues to explore in detail: School Literary Magazine
and Social Media Platforms.
If it is not against school policy,
a. For the School Literary Magazine: you can also have your
1. Discuss the pros: Provides a platform within the school community, students use mobile phones in
potential for recognition from peers and teachers. case a laptop, PC, or a tablet is
2. Discuss the cons: Submission guidelines and deadlines that need to not available.
be met.
b. For Social Media Platforms:
1. Discuss the pros: Wide reach, potential for engagement with a broader
audience.
2. Discuss the cons: Requires careful navigation of privacy settings and
safety considerations.
If discussing social media,
Step 3. Student Choice & Support consider these options:
a. Allow students to choose their preferred publication option based on their
goals and comfort level. 1. Show students examples of
b. Offer support to students throughout the process. This might include: appropriate social media
1. Assisting them with finding submission guidelines for the school platforms for sharing poetry
literary magazine. (e.g., dedicated poetry
2. Guiding them on creating a safe and appropriate social media groups, student writing
presence for sharing their work. platforms).
3. Proofreading and editing their work before submission (if applicable). 2. Guide them through
platform-specific safety tips

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 and responsible online
behaviors (e.g., privacy
settings, avoiding plagiarism,
appropriate language).

D. Making 1. Learners’ Takeaways

Generalizations a. I have learned that publishing my Haiku involves more than just writing
the poem. I need to consider (consideration like format,
platform, audience).
b. I realized that sharing my work with others through publication can be
(positive emotions like exciting, rewarding) but also a
bit (positive or negative emotions like nerve-wracking,
challenging).

2. Reflection on Learning
a. Did incorporating a Filipino cultural element in your Haiku change how you
approached the poem?
b. What aspect of publishing your Haiku did you find most unexpected? Was it
easier or harder than you anticipated?
c. Think about the feedback you received during peer review. Did it highlight
any areas in your Haiku that you could strengthen? How did it help you
refine your poem?
d. What challenges do you anticipate facing when sharing your work there?
What opportunities for feedback or connection does this platform offer?
e. As you think about sharing your creative work in the future, what new
things would you like to explore? Are there different publishing avenues
you'd like to learn more about?

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

A. Evaluating Formative Assessment Answer key:

Learning Instructions: Read each question carefully and choose the best answer.
1. How many syllables does the first line of a Haiku poem typically have? 1. b) 5
a) 3 b) 5 c) 7 d) 10 2. b) Sensory details
2. What is a characteristic of effective imagery in Haiku? a) Abstract ideas and that paint a clear
complex emotions b) Sensory details that paint a clear picture c) Long,
picture
descriptive sentences d) Rhyming words at the end of each line
3. b) Japan
3. Haiku poems often originate from what country?
4. b) A moral lesson
a) China b) Japan c) Korea d) India
4. Which of the following is NOT a common element integrated into Haiku poems? (Haiku typically focuses
a) A season word b) A moral lesson c) Vivid imagery d) A specific emotion on capturing a moment
5. How can incorporating a Filipino cultural element into your Haiku enrich the or image, not teaching a
poem? a) It adds unnecessary complexity. lesson)
b) It creates a sense of place and cultural identity. 5. b) It creates a sense of
c) It makes the poem too long. place and cultural
d) It takes away from the universality of Haiku. identity.
6. Here's a Haiku: "Sweet mangoes ripen, Golden scent fills the warm air, Summer's 6. d) Mangoes (Mangoes are
bounty blooms." What season word is used in this Haiku? associated with summer
a) Sweet b) Golden c) Warm d) Mangoes in the Philippines)
7. What is an example of a Filipino cultural element you could integrate into your 7. c) A traditional food (like
Haiku? Adobo)
a) A historical landmark b) A famous pop star 8. d) All of the above
c) A traditional food (like Adobo) d) A brand-name clothing item (Consider all aspects for
8. You are giving peer feedback on a classmate's Haiku. What is the MOST constructive feedback)
important aspect to consider? 9. c) Following platform-
a) Whether you like the poem personally specific privacy settings
b) How well the poem follows the 5-7-5 syllable structure 10. a) Proofread for any
c) How clearly the poem conveys its message
spelling or grammar
d) All of the above
errors.
9. When publishing your Haiku online, what is an important safety consideration?
a) Sharing your full name and address
b) Using a creative pen name
c) Following platform-specific privacy settings
d) Posting the Haiku without permission from your teacher
10. After revising your Haiku based on feedback, what is the final step before
sharing it with a wider audience?

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 a) Proofread for any spelling or grammar errors.
b) Ask your classmates for another round of feedback.
c) Submit it to a publication
d) Change the theme of the poem entirely.

B. Teacher’s Note observations on The teacher may take note of

Remarks any of the following Effective Practices Problems Encountered some observations related to
areas: the effective practices and
problems encountered after
strategies explored utilizing the different strategies,
materials used, learner
materials used
engagement and other related
learner engagement/ stuff.
interaction
Teachers may also suggest
others ways to improve the different
activities explored/lesson
exemplar.
C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every
Reflection ▪ Principles behind the teaching lesson conducted/ facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
How did I choose the materials I used for this lesson? consider this as an input for
▪ Students the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?
▪ Ways forward
What strategies will I continue using which worked well for this lesson?
What could I have done differently?
What can I explore in the next lesson?

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