School: SAN JUAN ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: JOEL T. FERNANDEZ Learning Area: English

DAILY LESSON Teaching Dates 1st
PLAN and Time: June ___, 2019 Quarter: QUARTER

MONDAY
I. OBJECTIVES
A. Content Standards •Demonstrates understanding of various linguistics nodes to comprehend various texts.
•Demonstrates understanding of the oral standards of English in order to participate in
various oral communication demands (situation, purpose and audience
B. Performance Standards •Analyzes text types to effectively understand information/message(s)
•Prepares for and participates effectively in a range of conversations and collaboration
with diverse partners, building on others’ ideas and expressing their own clearly and
persuasively
C. Learning Competencies/Objectives EN6LC-Ia2.3.1
EN6LC-Ia2.3.3
EN6LC-Ia2.3.2
EN6LC-Ia2.3.6
EN6LC-Ia2.3.8
EN6LC-Ia2.3.7
Analyze sound devices (onomatopoeia, alliteration, assonance, personification, irony
and hyperbole) in a text heard
II. CONTENT Sound Devices and Figurative Language
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages English 6 TG, pp. 3-6
2. Learner’s Materials Pages English 6 Basics and Beyond pp. 164-166
Skill Builders for Efficient Reading 6 pp. 131- 135
English for all Times Reading 6 pp. 144-147
http://shoga.wwa.com/~rgs/glossary.htm
3. Textbook Pages English for all Times Reading 6 pp. 144-147
4. Additional Materials from Learning K to 12 Curriculum in English Language Arts
Resource (LR) Portal
B. Other Learning Resources/Materials LED TV, PowerPoint, graphic organizers, chart
IV. PROCEDURES
A. Reviewing previous lesson or Oral Language Activity
presenting the new lesson Are sounds important to man? Give me the sounds of the following:

Cellphone – Duck – Dog – Bell – Motorcycle

B. Establishing a purpose for the lesson 1. Unlocking of Difficulty
jungle – forest
Wild animals live in the jungle.

crazy- silly, fool

Be careful with the crazy people for they might hurt you.

cabs – taxis
I love to ride in an air-conditioned cab.

chaos- commotion
Let us love one another to avoid chaos in our place.

rhythm- regularity
C. Presenting examples/ instances of Are you familiar of the place New York City? In what country does it belong?
the new lesson Today I’m going to read to you a short poem about New York City.

Motive Questions
Try to answer the following questions:
1. What is the title of the poem?
2. How will you describe the city of New York?
3. Do you want live in New York City? Why? Why not?
 (Values Infusion: Respect the customs and traditions of a particular place.)
D. Discussing new concepts and New York City
practicing new skills #1 New York City is like a jungle
No, it is a jungle
It is always jumping with excitement
Because of the noise, half the city is deaf
Still, the city cares about its crazy customers
Brands, lights, cabs, style: it’s all there.
This city is great-always something to do.
“B E E P ” ”B E E E E P” get out of the way!
When I arrived in New York, I was ready for chaos-
Instead I found rhythm.
-Carmelo
Ask pupils to answer the motive questions about the poem.
E. Discussing new concepts and Teaching and Modelling
practicing new skill #2
Sound Devices- are resources used by poets to convey and reinforce the meaning or
experience of poetry through the skillful use of sound. After all, poets are trying to use a
concentrated blend of sound and imagery to create an emotional response. The words
andtheir order should evoke images, and the words themselves have sounds, which can
reinforce or otherwise clarify those images. All in all, the poet is trying to get you, the
reader, to sense a particular thing, and the use of sound devices are some of the poet’s
tools.

1. Onomatopoeia- is the naming of a thing or action by the vocal imitation of the sound
associated with it
Ex: The chirp, chirp, chirp of the wounded bird broke the silence. (Chirp is the sound)

2. Alliteration-is a sound device which is the repetition of a consonant sound at the

beginning of words.
Ex.: Sally sells seashells in the seashore.

3. Assonance – is a sound device which is the repetition of the same vowel sound
either at the beginning of words or inside the words.
Ex: May lay near the bay and stayed awake.

4. Personification- is giving of qualities of a person to things not human, such as

animals, plants, inanimate objects or ideas.
Ex: The breeze wiped the orphan’s tears. (The breeze can move; it uses the hands to
wipe away tears)

5. Irony - signifies the opposite of what is being said

Ex: When I lost my wallet, he said, “This is my lucky day.”

6. Hyperbole – is the use of exaggeration

Ex: I died a thousand deaths when my crush refused to dance with me. (Died a
thousand deaths is an exaggeration)

7. Consonance – is the repetition of consonants sounds and the stressed syllables but
with different vowel sounds within or at the end of a line.
Ex.: boat and night cool and soul

Identify the different sound device used by the poet in the poem.

F. Developing mastery Group Activity

(Leads to Formative Assessment 3)
Say: I will group you into seven. Each group will be named to the different sound
device that you have just learned today. Each group will prepare a 2-3 line of yell. I’m
going to read a sentence, then you are going to analyze the sound device used in the
sentence. Say your yell if the sound device used in the sentence refers to your group
name. Remember the standard rules in a group activity.
1. ONOMATOPOEIA
 2. Alliteration
3. PERSONIFICATION
4. CONSONANCE
5. ASSONANCE
6. Irony
7. Hyperbole

1. How much wood would a woodchuck chuck if a woodchuck would chuck wood?
(Assonance)
2. Peter Piper picked a peck of pickled pepper. (Alliteration)
3. She heard bees buzzing and thought they would bit her.(Personification)
4. The light of a fire is a sight.( Assonance )
5. Sizzle! Sizzle! The water sizzles above the fire. (Onomatopoeia)
6. From somewhere far beyond, the flag of fate's caprice unfurled (Alliteration)
7. No bubble! No trouble!. (Assonance)
8. The clouds were crying. (Personification)
9. The bracelet is a sky-high price. (Hyperbole)
10. Too much money can get you kill.(Irony)
11. Mother was awakened by the loud clanging of the bells of the fire truck that
thundered along the street.(Onomatopoeia)
12. I just love to lose a fight. (Irony)
13. I love to ride a boat at night. (Consonance)
14. The snake swallowed the whole elephant including its tusks. (Hyperbole)
15. How kind of you to stood me up. (Irony)
G. Finding practical/applications of
concepts and skills in daily living
H. Making generalization and What are the different sound devices that are used by the poets?
abstraction about the lesson. Describe each sound device and give example.
I. Evaluating Learning Analyze and identify the sound device used in the sentences.

1. Oh, the bells, the bells, bells, bells. (alliteration)

2. What a tale of terror tells of despair. (assonance)
3. As of someone gently rapping, rapping at my chamber door. (onomatopoeia)
4. Mother has a mountain of clothes to wash. (hyperbole)
5. The dancing leaves played in the wind. (personification)
J. Additional activities for application or Analyze the following sound device used in the passages.
remediation
1. Vroom, vroom, vroom, shouts the car as it travels the high way.
2. My love for you is as clear as the sky.
3. My father is as strong as an oxen.
V. REMARKS
VI. REFLECTION
A. No of learners who earned 80% in the
evaluation
B. No of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help
me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?