Poetry:

Basic
Elements
 Short Review
P.O.E.T.R.Y.
• Work in Pair.
• Recall the previous
lesson, by writing a
word or phrase that
start with each initial
letter and are
relevant to the topic
of poetry.
 Feedback
Spotlight on
Strengths:
Illuminating
Your
Superpowers
• Form a group with four – five
members.
• Share a moment from the previous
lesson where you think you did the
best and why you did exceptional
during that time.
• Your group members will take
turns sharing and come up with an
idea on how you can reinforce
your positive attributes. The group
will then choose a representative
to share your answers and
feedback to the class.
 Imb i b e Me

1. W h a t d o y o u
s e e ? D e s c r i be
th e i m a g e .
 Imb i b e Me

2 . W h a t Fi l i p i n o
value d o y o u
thi n k i s s h o w n i n
t he i m a g e ? W h y
d o y o u th i n k s o ?
 Imb i b e M e

3 . Wh e n y o u
p r a y , w h a t d o
y ou u s u a l l y p r a y
for?
 Imb i b e M e

4 . H ow d o e s
y e r p l a y a ro l e
p ra
u r l i fe ? W h a t
in y o
d o e s i t m e a n t o
y ou ?
 Think,
Pair, and
Share
Think, Pair, and Share

• Form pairs and

collaborate to write a
prayer using the
elements of poetry.
Think, Pair, and Share

• You can choose to

write a free-verse
poem or a rhyming
poem as your prayer.
Think, Pair, and Share
• Reading your work
aloud to the class.
 Think, Pair, and Share
• Listen attentively and
provide positive
comments or
constructive suggestions
after each reading.
Guide Questions:
a. How did you feel
about writing a
poem using the
elements of poetry?
Describe your
b. Do you think
there is a
connection between
writing poetry and
writing a prayer?
Explain your
c. Did you face any
challenges while
writing your prayer
poem? If so, how did
you address them?
 Unlocking
Content
Vocabulary
Guess The
Word
Hint: A type of horse-drawn
carriage or a traditional
Filipino horse-drawn
vehicle. It is commonly
used as a mode of
transportation in rural
areas and small towns in
the Philippines.
TRATNALILA
Hint: A type of horse-drawn
carriage or a traditional
Filipino horse-drawn
vehicle. It is commonly
used as a mode of
transportation in rural
areas and small towns in
the Philippines.
TARTANILLA
TRATNALILA
1. Based on the
images shown,
how would you
describe a
tartanilla?
2. What are your
thoughts on
tartanilla as a
vehicle? How does
it compare to other
modes of
transportation?
3. Do you think
tartanillas are
still commonly
used today? If
so, where can
they be found?
4. What
significance
does the
tartanilla hold in
Filipino culture?
 Explicitation
Brain Blossoms:
Cultivating Ideas and
Thoughts
• Recall your answers from the
‘P.O.E.T.R.Y.: Playing with Words in
Acronymic Style’ task.
• Relate your answers to the phrase:
“Poetry is a garden nourished by the
soil of imagination and tended with
the care of language’s artistry.”
Poetry is a garden
nourished by the
soil of
imagination and
tended with the
care of language
artistry
 “Poetry is a garden
nourished by the soil of
imagination and tended
with the care of language’s
artistry.”
• Share and write your responses
using the provided diagram,
specifically on the flower petals
and leaves.

• Read your answers aloud to the

class.
Processing Questions:
1. How did creating the flower concept
map help you better understand the
concept of poetry?
2. What did you learn about your own
experiences with reading, writing, and
understanding poetry while making
the concept map?
Questions: 1. How did creating the flower concept
map help you better understand the
concept of poetry?
2. What did you learn about your own
experiences with reading, writing, and
understanding poetry while making
the concept map?
3. If you were to analyze a poem right
now, what would be the first step you
take?
 Basic
Elements
of
Poetry
 Form
-refers to how the poem is put
together, like its structure and
design. This includes things like how
it rhymes, the rhythm of the words,
how the lines are grouped into
stanzas, and how it looks on the
page.
 Line
The basic unit of
poetry, often
characterized by its
length, rhythm, and
arrangement on the
page.
 Imagery
Descriptive language that appeals
to the senses, creating vivid
mental pictures and sensory
experiences for the reader. This
means the writer chooses words
that help you imagine how things
look, sound, feel, smell, or taste.
 Sound Devices
Techniques such as rhyme,
rhythm, alliteration,
assonance, consonance,
and onomatopoeia that
create auditory effects and
enhance the musicality of a
poem.
 Figurative Language
Figurative language adds depth, nuance,
and emotion to poetry by going beyond
literal meanings and inviting readers to
interpret and experience the text in
different ways through the use of
metaphors, similes, personification,
hyperbole, etc. It allows poets to convey
complex ideas, emotions, and experiences
through imaginative and creative language.
 Theme
The central idea, message,
or underlying meaning of a
poem, often expressed
through recurring images,
symbols, or motifs.
How do you look
at the context of
a poem?
Poems often have
biographical, historical,
and socio-cultural
contexts because these
contexts greatly
influence the themes,
styles, and messages of
the poems.
 Things to
remember when
identifying them
1. Biographical Context
• Includes the life experiences,
background, beliefs, and
personal history of the writer.
• Understanding the writer's
biography can provide insights
into the motivations, emotions,
and perspectives behind their
poems.
1. Biographical Context
• This context may influence the
theme, subject, and style of
the writer.
• Personal experiences often
shape the themes and
emotions explored in poetry,
making biographical context
crucial for understanding the
writer's perspective and
creative process.
2. Historical Context
• Refers to the time period,
events, social conditions,
and cultural movements
in which the poem was
written.
2. Historical Context
• Examining historical
context helps readers
understand how societal
changes, political events,
or cultural shifts may have
influenced the poet's
perspective and message.
3. Socio-Cultural Context
• Refers to the social,
cultural, and
ideological
environment in which
the poem is produced
and received.
3. Socio-Cultural Context
• Socio-cultural context
includes factors such as
societal norms, values,
beliefs, traditions, and
cultural identities.
3. Socio-Cultural Context
• This context may influence
the themes, symbols,
language choices, and
interpretations of the poem,
as well as how the poem is
received and understood by
different audience.
 Practice Task

Filipino Heritage
By Francisco Balagtas
Our heritage, a tapestry rich and grand,
Woven with stories of our native land.
From Luzon's mountains to Mindanao's shores,
Filipino identity, forever soars.
Guide Questions:
1. How would you
describe the form and
structure of the poem?
What do you notice about
the length and
arrangement of the lines?
 Practice Task

Filipino Heritage
By Francisco Balagtas
Our heritage, a tapestry rich and grand,
Woven with stories of our native land.
From Luzon's mountains to Mindanao's shores,
Filipino identity, forever soars.
Guide Questions:

2. Did the author use any imagery,

sound devices (like rhyme or
alliteration), or figurative language
(like metaphors or similes)? Provide
examples from the poem.
 Practice Task

Filipino Heritage
By Francisco Balagtas
Our heritage, a tapestry rich and grand,
Woven with stories of our native land.
From Luzon's mountains to Mindanao's shores,
Filipino identity, forever soars.
3. What do you think is the main
message or theme of the poem? How
well did the author convey this
theme through their choice of words?
 Practice Task

Filipino Heritage
By Francisco Balagtas
Our heritage, a tapestry rich and grand,
Woven with stories of our native land.
From Luzon's mountains to Mindanao's shores,
Filipino identity, forever soars.
4. What can you tell about the
background of the poem? Consider
the author's life, the historical
period, or the cultural setting when
the poem was written
 Practice Task

Filipino Heritage
By Francisco Balagtas
Our heritage, a tapestry rich and grand,
Woven with stories of our native land.
From Luzon's mountains to Mindanao's shores,
Filipino identity, forever soars.
 Lesson Activity
Tartanilla
Analyze the poem By Ralph Semino Galan
and answer the table I miss the sound of hoof steps
provided Pattering on the pavement like rain.
How I long for the sweet scent
Of summer rain between late dusk
And early evening, like croaking
Of the frogs, evoking memories lost

In the stars. Perhaps the heroes too

Have flown to the skies as comets

Acquiring pegasic wings no carriage

Can resist, no memory can recall.
Describe the form of the poem

How are the lines arranged in the poem? What can

you say about how the lines were used?

Did the author use any form of imagery? Cite some

line/s from the poem.

Did the author employ the use of figurative language?

How?

What is the central idea of the poem?

Is biographical context applicable to this poem? If yes,

what analysis can you infer from it? Cite evidence.
Is historical context applicable to this poem? If yes,
what analysis can you infer from it? Cite evidence.

Is socio-cultural context applicable to this poem? If

yes, what analysis can you infer from it?
 Formative
Assessment
Instruction: Examine the sections of
the poem provided and complete the
table by sharing your insights. Then,
discuss important themes from the
poem and connect them to your own
local identity or the broader Filipino
identity.
 A Filipino Dream – My Spirit
Stanza 1
I have a Filipino dream!
Stop the war and wild loud of scream
I have a dream not for myself.
Not a selfish man who thinks of
himself.
 Stanza 2
I have a Filipino dream!
Cease the pain of a poor at the stream.
Three stars are united as one.
My dreams and love are bounded as
one.
 EVIDENCE FROM THE EXPLANATION
CONTEXT
TEXT (REASONING)
Reference
s Girl Praying Royalty-Free Images, Stock Photos & Pictures. (n.d.). Shutterstock.
11,020 Boy
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Galan, R. S. (2015, August 9). Tartanilla [Facebook Post].

https://www.facebook.com/100040847452939/posts/1616923655248011/

Kalesa. (2024, May 17). Wikipedia. https://en.wikipedia.org/wiki/Kalesa#/media/File:Allan_Jay_Quesada_

_Vigan_Calle_Crisologo_DSC_1917.jpg

Pinterest. (n.d.). Pinterest. https://www.pinterest.ph/pin/30680841200611806/visual

search/?x=16&y=16&w=532&h=376&surfaceType=flashlight

Strauss, L. (2015). A Filipino Dream – My Spirit. Poetrysoup.

https://www.poetrysoup.com/poem/a_filipino_dream_-_my_spirit_645256

Morales, Moreno, (Taclas, Torres, & Teongson, 2024). Lesson Exemplar for English Grade 7 Quarter 1: Lesson
2 of 8 (Week 2).