Republic of the Philippines

Pambayang Kolehiyo ng Mauban

Brgy. Polo Mauban, Quezon
4330

Lesson Exemplar in English Grade 7

Learning Area Elements of Poetry- Grade 7

Learning Delivery Modality Blended Distance Learning and Modular Distance
Learning Modality.
School Pambayang Kolehiyo ng Grade
Maauban Level: 7
Lesson Exemplar Teacher Christian Villazon Subject: English

Date December 18 2023 Quarter

Time 60mins No. Of 5
days

I. Objective I.At the end of the module, the students shall be able to:

 Identify and define the different elements of poetry,

including rhyme, rhythm, figurative language,
imagery, and theme.
 Understand and appreciate the significance of these
elements in poetry through reading and analysis.
 Create and recite an original poem in front of the
class, demonstrating understanding of the elements
of poetry.

A. Content Standard the learner demonstrates how the world literature and other
text types can be used to resolve social conflicts. They also
gain an understanding of how to use language in research,
campaign, and advocacy.

B. Performance standard  Standard 1: The learner understands the nature and

elements of communication.
 Standard 2: The learner understands and uses
language for artistic expression.

C. Enabling competencies  Explain how the elements specific to a genre

contribute to the theme of a particular literary
selection
 Distinguish the important points from less
important ones in any listening
 Compare and contrast the contents of the materials
viewed with outside sources of information in terms
of accessibility and effectivenes
II. Subject Matter Elements of Poetry

A. Materials  Chart paper and markers

 Copies of various poems for reading and analysis
 Art supplies (colored pencils, markers, etc.)
 Access to a classroom Television or cellphone for
research purposes

B. Reference Curriculum Guide Page/s: 229

Learner’s Material Page/s: 427-429

III. Procedures
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preliminary Activities
i. Prayer

Will somebody please lead the prayer? Student leads the prayer

ii. Greetings
Good Morning Sir!
Good Morning Everyone!

iii. Checking of Attendance

daily checking of attendance* Daily checking of attendance

B. Motivational Activity

4Pics #1: Elements

Students Answer: ELEMENTS

Students Answer: Poetry

IV. Discussion

From this point the teacher will then start to discuss about the said topic for further
more understanding of the students about the said topic and to avoid any
missunderstanding about the said topic about the Elements of Poetry.

Elements of Poetry

Let’s
begin with
A. Stanzas
Stanzas are a series of lines grouped
together
and separated by an empty line from other
stanzas. They are the equivalent of a
paragraph in an essay. One way to identify
a
stanza is to count the number of lines.
Thus: Stanza
couplet (2 lines)
tercet (3 lines)
quatrain (4 lines)
cinquain (5 lines)
sestet (6 lines) (sometimes it's called a
sexain)
septet (7 lines)
octave (8 lines)

The word "image" suggests most

obviously a
visual image, a picture, but imagery also
includes vivid sensory experiences of
smell, Imagery
sound, touch, and taste as well. Imagery
goes
beyond mere description to communicate
an
experience or feeling so vividly that it
encourages the creation of images in the
mind
of the reader and readers experience for
themselves the specific sensations that the
poet intends
A. Visual Imagery

visual descriptions so vivid they seem to

come to life in the
reader's mind's when they are read.

Ex: The Widow’s Lament In Spring Time

masses of flowers
load the cherry branches
and color some bushes
yellow and some red
(William Carlos Williams)
The poem above allows us to see the
beautiful
scenery of flowers which grow up in the
cherry branches. We can also see yellow
and
red bushes. This represents a widow’s
situation. Her life is like dry bushes in the
middle of the flowers’ growth.
Now, Let us cite some evidences of visual
imagery from the poem we have read.

B. Auditory Imagery:

descriptions of sound so
vivid the reader seems almost to hear them
while reading the poem.

Ex: Splinter by Carl Sandburg

the voice of the last cricket
across the first frost
is one kind of good-by
it is so thin a splinter of singing
This poem represents auditory image, it Types of Imagery
can
be seen in the first line “the voice of the
last
cricket”. We can hear cricket song in the
end
of autumn.
Auditory imagery could also appear in the
form of onomatopoeia. Words such as
“bang!” “achoo!” “cacaw!” all work to
describe sounds that most people are
familiar
With.

C. Olfactory Imagery (smell):

descriptions of smells so vivid they seem

almost to stimulate the reader's own sense
of smell while reading.
Ex: Miss Thompson Gees Shopping by
Martin Amstrong
the old strange fragrance filled the air
a fragrance like the garden pink,
but tinged with vague medicinal stink
of a camphor, soap, new sponger, blent,
with chloro form and violent scent.
The underlined phrase in the third line
represents the aroma of pharmacist. From
the
poem above we can smell the aroma of
medicine. Oldfactory imagery is noticeable
by
phrase “medicinal stink”.
Let us cite some evidences from the poem
we
have read
D. Gustatory Imagery (taste):

any descriptions that you read that can

almost make you taste vividly what the
author is discussing or that can allow you
to imagine what something tastes like.

Ex: This Is Just To Say by William Carlos

Williams
i have eaten
the plums
that were in
the ice box
and which
you. were probably
saving
for breakfast.

E. Tactile Imagery (touch):

descriptions conveying a strong, vivid

sense of touch or physical sensation that
the reader can almost feel himself or
herself while reading.

Ex:
A dungeon horrible, on all sides round.
As one great Fumace Flamed
(John Milton)
The poem above represents the torture
clarification. From the poem above we can
feel how hot the fire. It is almost like a big
fireplace. Tactile imagery is noticeable by
word “fumace flamed”.
Let us cite some evidences from the poem
we
have read

Rhyme is the repetition of similar sounds.

In
poetry, the most common kind of rhyme is
the
end rhyme, which occurs at the end of two
or
more lines. It is usually identified with
lower RHYME AND RHYME
case letters, and a new letter is used to
identify each new end sound. Take a look SCHEME
at
the rhyme scheme for the following poem:

I saw a fairy in the wood,

He was dressed all in green.
He drew his sword while I just stood,
And realized I'd been seen.
The rhyme scheme of the poem is abab.
Internal rhyme occurs in the middle of a
line,
as in these lines from Coleridge, "In mist
or
cloud, on mast or shroud" or "Whiles all
the
night through fog-smoke white" ("The
Ancient Mariner"). Remember that most
modern poems do not have rhyme
Another type of sound play is the emphasis
in
individual sounds and words:

Alliteration: the repetition of initial

sounds
on the same line or stanza - Big bad Bob
bounced bravely.
Assonance: the repetition of vowel sounds
(anywhere in the middle or end of a line or
stanza) - Tilting at windmills WORD SOUNDS
Consonance: the repetition of consonant
sounds (anywhere in the middle or end of a
line or stanza) - And all the air a solemn
stillness holds. (T. Gray)

Onomatopoeia: words that sound like that

which they describe - Boom! Crash! Pow!
Quack! Moo! Caress...

Repetition: the repetition of entire lines or

phrases to emphasize key thematic ideas

Word meanings are not only restricted to

dictionary meanings. The full meaning of a
word includes both the dictionary
definition
and the special meanings and associations DENOTATION AND
a
word takes in a given phrase or expression. CONNOTATION
For example, a tiger is a carnivorous
animal
of the cat family. This is the literal or
denotative meaning. But we have certain
associations with the word: sinuous
movement, jungle violence, and aggression

Simile is the rhetorical term used to

1

designate
the most elementary form of resemblances:
most similes are introduced by "like" or
"as."
These comparisons are usually between
dissimilar situations or objects that have
something in common, such as "My love is
like a red, red rose."

Metaphor leaves out "like" or "as" and

implies a direct comparison between
objects or situations. "All flesh is grass."
Synecdoche is a form of metaphor, which
in mentioning an important (and attached)
part signifies the whole (e.g. "hands" for FIGURATIVE/CONNOTATIVE
labour).
DEVICES
Synecdoche is a form of metaphor, which
in mentioning an important (and attached)
part signifies the whole (e.g. "hands" for
labour)

Metonymy is similar to synecdoche; it's a

form of metaphor allowing an object
closely associated (but unattached) with an
object or situation to stand for the thing
itself (e.g. the crown or throne for a king or
the bench for the judicial system).
A symbol is like a simile or metaphor with
the first term left out. "My love is like a
red, red rose" is a simile. If, through
persistent identification of the rose with
the beloved woman, we may come to
associate the rose with her and her
particular virtues. At this point, the rose
would become a symbol.

Allegory can be defined as a one to one

correspondence between a series of
abstractideas and a series of images or
picturespresented in the form of a story or
a narrative.For example, George Orwell's
Animal Farm isan extended allegory that
represents the Russian Revolution through
a fable of a farmStudent answers
varyStudent Answers Vary and its
rebellious animals

Personification occurs when you treat

abstractions or inanimate objects as
human, that is, giving them human
attributes, powers, or feelings ("nature
wept" or "the wind whispered many truths
to me").

Irony takes many forms. Most basically,

irony is a figure of speech in which actual
intent is expressed through words that
carry the opposite meaning.

Situational Irony: an unmailed letter

Dramatic Irony: audience has more

information or greater perspective than the
characters

Verbal Irony: saying one thing but

meaning another Irony may be a positive
or negative force. It is most valuable as a
mode of perception that assists the poet to
see around and behind opposed attitudes,
and to see the often conflicting
interpretations that come from our
examination of life.

V Generalizaiton

At this point in time I want you to be a

MARTIAN, and you have to tell/describe an
image or picture of what do you like the most
about Earth. Be artistic and poetic
Activity 1: Exploring Elements of Poetry
[Teaching Strategy: Cooperative Learning]
Materials:
- Poems of different genres and styles
- Graphic organizers for analyzing poetry
Significance: This activity will help students
identify and understand the different
elements of poetry.
Instructions:
1) Divide the class into small groups.
2) Distribute poems to each group.
3) In their groups, students will analyze the
assigned poem using the graphic organizers.
4) After analyzing, each group will present
their findings to the classRubric:
- Identification of poetic elements: 5 pts
- Explanation of significance: 5 pts
Assessment Questions:
1) What is the theme of the poem?
2) Identify one poetic device used in poem
and explain its effect.
3) How does the structure of the poem
contribute to its meaning?

VI. Abstraction

Compose a poem detailing how your

contributions as a student can help
communicate the importance of diversity in
our society, and how you plan to help others
understand socio-cultural issues.
VII. Application

Kindly assemble in groups of four. Each

group will receive a brief poem that requires
in-depth analysis. You are expected to (10mins)
identify the poetic elements present in the
poem and provide supporting evidence for
your claims.
VIII. Evaluation

Compose a one-verse poem that emphasizes

your individuality. Incorporate a minimum of
five elements that have been previously
discussed, and do so effectively. Provide
evidence by identifying the elements used.
This task requires technical proficiency.

IX. Assignment

Please compose a poem that describes ways

in which you, as a student, can effectively
communicate with individuals about
diversities present in our society. Your poem
should focus on how to facilitate the
understanding of socio-cultural differences
and societal disparities among people. The
final product should be written on a half-
sized page in a crosswise format and
submitted before the start of the next class.

Reference: https://www.slideshare.net/VergilAceDelaPea/grade-7-lesson-basic-elements-of-a-
poem