1

Supervisory Form 3

COLLEGE OF ST. JOHN-ROXAS LEARNING PLAN

Name of Teacher MISS RUTHCIE MAE D. LATE Grade Level: 6 Date: August 15-19, 2022
Week No: 1
Learning Area: ENGLISH Quarter: FIRST Duration: 1.5 hours
Most Essential Learning Competency:
The learners…

EN6RC-Ia-2.3.1 EN6RC-Ia-2.3.3 EN6RC-Ia-2.3.2 EN6RC-Ia-2.3.9

Analyze sound devices (onomatopoeia, alliteration, assonance, consonance
EN6WC-Ia-2.2.2
Write a 3- line 4- stanza poem
(Note: Added Competencies from the Old CG)

Teacher-made Sub-competencies:
Identify onomatopoeia, alliteration, assonance, consonance
Use onomatopoeia, alliteration, assonance, consonance

Essential Students will be able to recognize different sound devices in a written piece.
Understanding

Essential Why are sound devices important especially in creative writing?

Question
Learning At the end of the lesson, it is expected that I can:
Objectives Knowledge
identify onomatopoeia, alliteration, assonance, consonance;
Skills use sound devices (onomatopoeia, alliteration, assonance, consonance) through writing
poems; and
Attitudes appreciate one’s uniqueness through analysing poems.
21st Century
Literacy Communication, creativity and critical thinking,

Elements of the Methodology

Learning Plan
Preparations Motivation/
- How will I make Introductory Students both online and on-site will be asked to read tongue twisters.
the learners ready?
- How do I prepare Activity
the learners for the
new lesson?
- How will I connect engage
my new lesson with
the past lesson?

(Students will be told to identify the sound devices found in the tongue twisters as the
lesson progresses. Each will be tackled as the lesson progresses.

Presentation Activity Video Presentation- An Introduction to the Sound Devices

- (How will I (Collaborative) The four most common sound devices are repetition, rhyme, alliteration, and assonance.
present the new The video will show these devices differ from each other.
lesson? (https://youtu.be/gwIk3EeENJo)
- What
materials will I
explore - THINK-PAIR-SHARE will follow (pairings will be assigned by the teacher)
use?
Students will come up with different phrases that shows different sound devices.
- What
generalization / 1. Each pair will be submitting an output, 10 selected pairs will be asked to present
concept their work. Further discussion will follow.
/conclusion Analysis A quote will be presented to the students: “Always remember that you are absolutely
/abstraction (Guided) unique, just like everyone else. ”Margaret Meal
should the Students will be asked to complete the task 2 found in their book on page 3.
learners arrive -sharing of their written work will follow.
at?
explore Poem analysis: A poem entitled (A Little Song of Life) will be presented to students
to analyze and critique through guided questions.
1. What does the author love about her life?
2. What does the lines “All that we need to do, be we low or high, is to see
that we grow in the sky” mean?
3. What words rhyme in the poem?
 2

4. What sound devices can be found in the poem?

5. How would you compare your life to the author’s life?
6. What best describes your life at present? Why?
7. How will do you know yourself?
Read, Analyze, Pick Out! Read the following short poem titled “Running Water” by
Abstraction Lee Emmett. Pick out words from the poem that exemplify onomatopoeia,
(Focused) alliteration, assonance, and consonance. Write your answers inside the boxes.
Explain
Running Water
water plops into pond
splish-splash downhill
warbling magpies in tree
trilling, melodic thrill whoosh,

passing breeze
flags flutter and flap

Onomatopoeia
Alliteration
Assonance
Consonance
Practice Application Students will be asked to write in 1 whole sheet of paper, compose their OWN 5 sentences
- What practice (Independent/
exercises/applicatio Collaborative)
for any of the sound devices (onomatopoeia, alliteration, consonance, and assonance).
n activities will I (10 pts.)
give to the learners? elaborate They will then, underline the letters/words indicating the sounds.

They’ll refer to the guide below:

Alliteration:
1. My mother made me a macaroni salad.
Onomatopoeia:
2. Riiinnggg! I can hear the sound of the phone from this distance.

Assessment evaluate Assessment Matrix

Based on DepEd What will I assess? How will I How will I score?
Memo No. 8, S.O
2015
assess?
Written Work Knowledge Short quiz 1-10 items
Performance Task Application Critique Writing Rubric
Agreement Reinforcing the day’s lesson Fill Out the Table!
Specify asynchronous An excerpt from the poem “The Bells” by Edgar Allan Poe.
activities here that will Read the excerpt and take down the words from the poem that exemplifies
further enhance
understanding
the following sound devices: ALLITERATION, ASSONANCE and CONSONANCE.
Write your answers in each column.

The Bells
Leaping higher, higher, higher,
With a desperate desire,
And a resolute endeavor
Now -- now to sit or never,
By the side of the pale-faced moon.
Oh, the bells, bells, bells!
What a tale their terror tells Of Despair!
How they clang, and clash, and roar!
What a horror they outpour
On the bosom of the palpitating air!

Alliteration Assonance Consonance

 3

Preparing for the new lesson

Read in advance the topic about Composing Sentences Using Kinds of Nouns.
How will students prepare What are the kinds of nouns?
for your new lesson Be ready for a short quiz about the topics given.

Instructional Re-teach Modify some aspects/processes Proceed to the next

Decision
Checked and Approved by:
Revised CSJ-R/ 6-3-16/MRV