DAILY School CAMP NAKAR ELEMENTARY SCHOOL Grade Level V

LESSON Teacher YOLANDA D. LEGASPI Learning Area English

PLAN Teaching Date and Time Quarter Third Quarter
8:00 – 8:50
I. OBJECTIVES

A. Content Standard The learner listens critically to different text types; expresses ideas logically in oral and
written forms; and demonstrates interest in reading to meet various needs.
B. Performance Standard Demonstrates confidence in the use of the language to meet every day needs; and
reads independently and gets relevant information from various text types.
C. Learning Competency/Objectives Write the LC Summarize various text types based on elements
code for each.
II. CONTENT (Subject Matter) Summarizing a Poem in terms of its Elements
LEARNING RESOURCES
References
Teacher’s Guide pages
Learner’s Materials pages
Textbook pages English – Grade 5
Quarter 1 – Module 6: Summarizing a Poem in Terms of Elements (Rhymes, Imagery,
Sound Devices and Figurative Language
Additional Materials from Learning Resource
(LR)portal
Other Learning Resource Power point presentation, pictures
III. PROCEDURES
A. Reviewing previous lesson or presenting the Poem as you have learned before is a piece of writing in which the words are
new lesson chosen for their beauty and sound. They are carefully arranged, usually in short lines
that rhyme. Aside from having rhyming words, poem also uses flowery words to
convey meaning and communicate ideas, feelings, sounds, gestures, and images.
B. Establishing a purpose for the lesson Directions: Read the poem and analyze it carefully. Give the summary of this poem
based on its elements. (Rhyme, sound devices, imagery and figurative language)
My Big Fat Cat
By Christian M. Mitewu

I own a big fat cat-

The fattest for miles around.
Wherever there’s lots of food,
That’s where he’ll be found.
He’s really good at eating.
It’s a talent, I suppose.
I’m sure if he keeps at it
He’d win the talent shows.

I own a big fat cat-

He weighs at least a ton.
He couldn’t run to save his life.
Yes, he isn’t much fun.
His favourite room’s the kitchen.
I’m sure we all know why.
He eats just about everything,
So that’s why, with a sigh...
I’d like to tell you, Teacher,
I’d like to tell you straight,
I might have “accidentally” dropped
My homework in his plate.
C. Presenting Examples/ instances of the new Imagine how life would be without poetry. Not all people seem to recognize how
lesson poetry has affected our lives in various ways. Poetry allows us to better understand
how language and symbols work creatively with one another.
D. Discussing new concepts and practicing new Poems have elements that make them easily appreciated by the readers. These
skills #1 elements consist of rhymes, sound devices, imagery and figurative language. Each of
these elements contributes in expressing the author’s ideas about his/her piece.
Rhyme is a popular literary device in which the repetition of the same or similar
sounds occurs in two or more words, usually at the end of lines in poems or songs.
Examples: I have to wonder
A lot like thunder
Wonder and thunder are both rhyming words.
Dogs at night

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 Sky real bright
Night and bright rhyme with each other.
Sound devices are special tools that the poet can use to create certain effects in the
poem to convey and reinforce meaning through sounds.
These sound devices are assonance, alliteration and onomatopoeia.
Assonance is the repetition of vowel sounds in the same line like cool shade and
tender rain. Both shade and rain have the same long vowel sound.
Another example can be: The rain in Spain falls
Vowel letters ai have common sounds.
Alliteration is the repetition of consonant sounds in the same line like Christmas carols
and heaven’s harmony. The words Christmas and carols are placed side by side and
they both begin with consonant c.
The same with heaven’s harmony which both begin with h.
Another example is Peter Piper picked a peck of pickled pepper
Onomatopoeia refers to the word which imitates the natural sounds of the things like
buzzing of bees and whistling of kettle. Bees produce the buzz while kettles whistle.
Words like mooooh, boink, splash, hissss and quack produce sounds that are
imitated from animals and things.
Aside from words that rhyme and sound devices, you need to identify also the
details such as the words that appeal to the senses or the imagery and figurative
languages in order to summarize the poem in terms of its elements.
Imagery is the use of particular words that create mental pictures appealing to the
physical senses – sight (seeing), auditory (hearing), olfactory (smell), gustatory (taste),
and tactile (touch).
Example is Trees of the fragrant forest. This line appeals to your sense of smell
because of the word fragrant.
Another example is Sweet candies I love to buy.
In what sense does this line appeal?
This line appeals to your sense of taste because of the word sweet.
E. Discussing new concepts and practicing new Figurative Language refers to the figures of speech used to creatively express feelings
skills #2 and ideas. These figures of speech are the following:
1. Simile which uses as and like to compare. For example... She is like an angel. She
is compared to an angel with the use of the word like.
Another example can be sweet as honey and like a frightened
rabbit.
This line uses as and like for comparison.
2. Metaphor does the comparison directly. For example...She is an angel. She is
compared to an angel without the use of like or as.
3. Personification is when an idea, thing or animal is given human attributes. For
example Lightning danced across the sky. The movement of the lightning is compared
to a person who dances swiftly.
Another example can be... The brutal wind bullied the tree into
giving up its autumn leaves.
The wind is compared to a person who bullies someone using his strength.
4. Hyperbole is an exaggerated statement which is not meant to be taken literally.
For example I have a million things to do. Having a lot of work to
do is exaggeratedly compared to million things.
Another example is I’m so hungry I could eat a horse. Big amount of food can be
compared to a horse due to hunger.
She cried so long that she made a lake. Too much tears is exaggeratedly compared to
a lake.
F. Developing Mastery Analyze these sample poems. There are two given summaries of this poem in terms of
rhyme and sound devices. Clap your hand once if your answer is letter A and twice if
your answer is letter B.
HOME ALONE
By Innarenko
My family's gone; there's no one home.
It's only me who's home alone.
I shouldn't hear a single squeak.
There shouldn't even be a creek,
So what's that thumping that I hear?
It must mean one thing: death is near.

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 "You're an adult, you'll be just fine."
I tell myself as I dial "nine"...
Was that a knock upon the door?
My heart beats faster than before
I know it's closed; I've checked the lock.
At least my killer knows to knock?
A. The poem Home Alone is about the experience of the author who was left alone in
their house. Words that rhyme in the poem are squeak-creek, hear-near, door-before
and lock-knock. Squeak and creek are both onomatopoeia while fine and nine are
examples of assonance.
B. The poem Home Alone is about the experience of the author who was left alone in
their house. Words that rhyme in the poem are squeak-creek, hear-near, door-before
and lock-knock. Squeak and creek are both onomatopoeia while fine and nine, and
lock and knock are examples of assonance.
The answer is letter B because all the words that rhyme and the sound devices in the
poem are stated in letter b.
G. Finding Practical application of concepts and Directions: Complete the summary of this poem by writing the missing elements.
skills in daily living Thank You, God!
By Carmen G. Malimban
Thank you, God, for the eyes that see
The pretty things you’ve made for me
Thank you for the nose that smells
The fragrant flowers in the meadows and dales
Thank you, God, for the ears that hear
The bird- songs sweet and clear
Thank you, for the lips that can sing
Of Your goodness, to all men bring:
Thank you, for the feet that run
On willing errands, for play in the sun.
Thank you, for all these, oh God of love!
Thank you, again, our father above.

The poem Thank You God! tells the gratefulness of the author for the things she has in
life. There are several words that rhyme here such as-- 1. See -______, hear-
_______,_________- bring 2. run- ____, love – ________. 3. The phrase that appeals
to the sense of smell is________________ 4.while the line that appeals to the sense
of hearing is _______________.5. The phrase fragrant flowers is an example of
______________.
H. Making generalization and abstraction about Directions: Complete the concept of the lesson that we have just talked about.
the lesson The following are the things I have learned about the lesson:
In summarizing a poem in terms of elements, look for
words that 1. __________ and those that appeal to the senses or 2.______________.
Sound devices that reinforce meaning through sounds are 3.________ 4.______ and
5. ___________.
Figurative languages such as 6._____________ 7_________, the 8.________and 9.
___________ add color and meaning to the poem.
I. Evaluating learning Directions: Read each short poem and choose the correct summary in terms of its
elements.
1. Humble and Grumble
By Eldred Herbert
Happy Humble and Grumbling Grumble were identical twins,
And Humble was ever so meek;
Grumble did nothing but grumble all day,
Some even call him a freak.
Humble was happy and had million friends.
Grumble was jealous of course
Humble was happy to follow the Lord
But Grumble, an immoral source.
Humble was never seen wearing a frown,
And Grumble, never seen with a smile;
Humble won friends by just being himself,
But, Grumble, he won them by guile.
So Grumble, please follow Humble your twin.
And Humble, don’t grumble I pray,
For grumble will make you Grumble, your twin.
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 Please Grumble, be humble today.

A. The poem Humble and Grumble is about the twins with different characteristics. The
rhyming words used are meek - freak and course -source. Happy humble is an
example of alliteration while the line did nothing but grumble all day appeals to the
sense of hearing.
B. The poem Humble and Grumble is about the twins with different characteristics. The
rhyming words used are meek – freak, course – source and smile – guile. Happy
humble is an example of alliteration while the line did nothing but grumble all day
appeals to the sense of seeing. The figurative language used is hyperbole for the line
had million friends.
C. The poem Humble and Grumble is about the twins with different characteristics. The
rhyming words used in this poem are meek – freak, course - source, smile – guile and
pray – today. Happy humble is an example of alliteration while the line did nothing but
grumble all day appeals to the sense of hearing. Had million friends’ falls under
hyperbole.
2. Thank You, For All These
By S. R. Enriquez
Flowers growing in the sunshine
Waves and waves of rice fields green
Mountains kingly at a distance
Standing proudly to be seen
Whistling birds and gay cicadas
Brooklet singing with the breeze
From a distance speaks the echo
Oh God! Thank you for all these.
A. The author in this poem expresses his gratitude to God for all His creations. Words
that rhyme in this poem are green – seen and breeze – these. Flowers growing in the
sunshine is an image that appeals to the sense of sight while whistling birds appeals to
the sense of hearing. Brooklet singing with the breeze and mountains standing proudly
to be seen are both examples of personification.
B. The author in this poem expresses his gratitude to God for all His creations. Words
that rhyme in this poem are green – seen and breeze – these. Flowers growing in the
sunshine is an image that appeals to the sense of touch while whistling birds appeals
to the sense of hearing. Brooklet singing with the breeze and mountains standing
proudly to be seen are both examples of hyperbole.
C. The author in this poem expresses his gratitude to God for all His creations. Words
that rhyme in this poem are green – seen and breeze – these. Flowers growing in the
sunshine is an image that appeals to the sense of sight while whistling birds appeals to
the sense of hearing. Brooklet singing with the breeze and mountains standing proudly
to be seen are both examples of metaphor.
J. Additional activities for application or 1. Lil’ Peggy Sue
remediation Lil’ Peggy Sue, oh Lil’ Peggy Sue
She always wanted something new
She fell on her knees, crying, “boo hoo!”
Demanding new toys since she was just two.
She screamed at her parents for a kazoo,
a ball, a bike, a doll dressed in blue,
a train, a hat, a pet kangaroo.
Finally her parents said, “It’s through!
No more toys for you, Peggy Sue.”
She wailed and screamed for a week or two,
saying, “Oh please, I need just a few,
I’ll die without a new kangaroo.”
Her parents didn’t know what to do,
so they left lil’ Sue and moved to Timbuku.
A. The poem Lil’ Peggy Sue talks about a girl who always demands for something new
from her parents. The rhyming words in this poem are Sue – new, hoo – too, and
kazoo – kangaroo .Boo hoo is a word that appeals to the sense of hearing and it can
be an example of onomatopoeia. The line “I’ll die without a kangaroo is an example of
hyperbole.
B. The poem Lil’ Peggy Sue talks about a girl who always demands for something new
from her parents. The rhyming words in this poem are Sue – new, hoo – too, kazoo –
kangaroo, Sue – two, kangaroo – through and do – Timbuku. Boo hoo is a word that
appeals to the sense of hearing and it can be an example of onomatopoeia. The lines
she screamed for a week or two and “I’ll die without a kangaroo are examples of
hyperbole.
C. The poem Lil’ Peggy Sue talks about a girl who always demands for something new

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 from her parents. The rhyming words in this poem are Sue – new, hoo – too, kazoo –
kangaroo, Sue – two, kangaroo – through. Boo hoo is a word that appeals to the sense
of hearing and it can be an example of personification. The lines she screamed for a
week or two and “I’ll die without a kangaroo are examples of metaphor.
V. REMARKS
VI REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation who scored below 80%
Did the remedial lessons work? No. of learners who have caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did these work?
What difficulties did I encounter which my principal or supervisor can help me solve?
What innovation or localized materials did I use/discover which I wish to share with other teachers?
Prepared by: Checked by:

DIVINA P. REVILLOZA YOLANDA D. LEGASPI

Teacher III Master Teacher I
Approved:

LOIDA L. TABERNILLA
Principal 1

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