Brief Lesson Plan/ Maikling Banghay-aralin
Semi-detailed Lesson Plan/ Mala-masusing Banghay-aralin
Detailed Lesson Plan/ Masusing Banghay-aralin
School/ Grade Level/
Paaralan Baitang o Antas GRADE 6
Teacher/ Learning Area/
Guro Asignatura ENGLISH
Teaching Quarter or
Dates and Semester/
Time/ Markahan QUARTER 1
Petsa at
Oras ng
Pagtuturo
Background of the Learners
Most students come from to average
socio-economic status; with average
to high intelligence.
I. Objectives/Mga Layunin Most learners like visuals and
o Content Standard (s) working individually.
Few students have access to the
Demonstrate understanding of text types to listen
internet for different
at home; purposes from a variety of texts.
most have
o Performance Standard (s) smartphones.
Uses literal information from texts to construct appropriate feedback.
o Learning Competencies (MELCS)
Analyze sound device (Assonance) (EN6LC-la-2.3.2)
o Learning Outcomes
At the end of the lesson the student will…
Identify the sound device used in poetry
Define what is assonance and onomatopoeia
Create assonance by circling the appropriate word.
II. Content/ Nilalaman
A. Topic
“Analyzing sound devices (Assonance)”
B. Integrated Values/ Kagandahang Asal at Pagpapahalaga (c)
Preserving Sanity of Marriage
Observe politeness at all times.
C. 21st Century Skills/ Integratibong Kakayahan sa ika-21 Siglo (d)
Communication skills through reading.
Listening Comprehension
III. Learning Resources/ Mga Kagamitang Panturo
English for All Times 6 1999 pp. 144-146; English for You and Me (Reading) 2011 pp. 51-52; chart
IV. Procedures/ Pamamaraan (Indicate teaching method here)
Note: There is no separate section for Evaluation in this template as it is expected to be subsumed in this
part.
A. BEFORE THE LESSON
A. PRELIMINARY ACTIVITIES
Prayer
Greetings
Energizer
Checking Of Attendance
Classroom Rules
B. ACTIVITY
What sound device is used in poetry wherein there is repetition of vowel sound with different consonants in
a line?
Sample:
The rain in Spain stays mainly on the plain.
We light fire on the mountain.
I feel depressed and restless.
Go and mow the lawn.
Johnny went here and there and everywhere.
Men sell the wedding bells.
What is the vowel sounds repeated in the sentences?
How do you call these words? (Alliteration)
B. DURING THE LESSON
ANALYSIS
For instance,
“Men sell the wedding bells.”
The same vowel sound of the short vowel “
-e-
” Repeats itself in almost all the words excluding the
definite article. The words do share the same vowel sounds but start with different consonant
sounds. Assonance is primarily used in poetry in order to add rhythm and music, by adding an internal
rhyme toa poem. Let us look at some more examples of assonance from literature.
Example #1Try to notice the use of assonance in Robert Frosts poem “Stopping by Woods on a Snowy
Evening”:
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound’s the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep
But I have promises to keep,
and miles to go before I sleep,
And miles to go before I sleep.”
The underlined bold letters in the above extract are vowels that are repeated to create assonance
ABSTRACTION
1. I have learned that the assonance is ________________________
2. I realized that the assonance is _______________________
C. AFTER THE LESSON
APPLICATION
Direction: Underline the vowels that are repeated to create assonance.
1. Passage in Carl Sandburg’s Early Moon:
“Poetry is old, ancient, goes back fair. It is among the oldest of living things.
So old it is that no man knows how and why the first poems came”
2. Passage from Dylan Thomas’ famous poem “Do not Go Gentle into the Good Night”
Do not go gentle into that good night,
Old age should burn and rave at close of day;
Rage, rage, against the dying of the light.
Grave men, near death, who see with blinding sight,
Blind eyes could blaze like meteors and be gay,
Rage, rage against the dying of the light.”
QUIZ
Direction: Create assonance by circling the appropriate word from each line.
1. gift kid ice fight lose
2. glaze upset bake road wheel
3. peak stare squeal coat bag
4. dead door yellow eat ready
5. flat ship saturday iceberg force
6. mind winter peanut hype tip
7. bought phone not ugly clear
8. again send yeast rubber glass
9. slope balloon bar boat pit
10. chuckle grave supper battle salad
V. Assignments/ Mga Karagdagang Gawain (e)
Directions: Underline the words in the short poem below that create assonance.
“I wandered lonely as a cloud
That floats on high o ‘er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze…”
VI. Remarks/ Mga Tala (f)
VII. Reflection/ Pagninilay (g)
A. No. of learners who earned 80% in the evaluation/
Bilang ng mga mag-aaral na nakakuha ng 80% sa
pagtataya
B. No. of learners who require additional activities
for
remediation/ Bilang ng mag-aaral na nangangailangan
ng iba pang gawain para sa remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson/ Nakatulong ba
ang remedial? Bilang ng mag-aaral na nakaunawa sa
aralin
D. No. of learners who continue to require
remediation/ Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Which of my teaching strategies worked well?
Why did this work? / Alin sa mga estratehiyang
pagtuturo ang nakatulong nang lubos? Paano ito
nakatulong?
F. What difficulties did I encounter which my
principal or supervisor can help me solve? / Anong
suliranin ang aking naranasan na nasolusyunan sa
tulong ng aking punongguro at superbisor?
G. What innovation or localized materials did I use/
discover which I wish to share with other teachers? /
Anong kagamitang panturo ang aking nadibuho na
nais kong ibahagi sa mga kapwa ko guro?
