School M&R LECCIONES ELEMENTARY SCHOOL Grade Level Grade 6
Teacher Eleonor Jeanne E. Sy Learning Area English 6
Teaching Dates and Time Sept 05, 2024 9:45 a.m 10:35 a.m Quarter 1st
I. OBJECTIVES
A. Content Standards Analyze sound devices used in poems, tongue
twister and rhymes.
B. Performance Standards Analyzing sound devices used in poems, tongue
twister and rhymes.
C. Learning Competencies/ Objectives Analyze sound devices
Write the LC code for each
II. CONTENT Sound Devices
Onomatopoeia, Alliteration , Assonance, Consonance
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
English Teachers Guide
Budget of work in English
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource LRDMS Grade 6 Activity Sheets
(LR) portal
B. Other Learning Resources Activity sheets, Visual Aids, Flash Cards
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new The teacher will read the following sentences:
lesson
a. Bang! The scary sound of a gun disturbs the
silence of the night.
b. Silly Sussie setting in a shoe shine shop.
c. Alone, alone, all alone… alone on a wide lone
sea.
d. Water gushing, rushing and pushing past the
limits of the rocky edge.
Questions:
1. What have you noticed in each sentence?
2. Which word in the first sentence creates a
sound which suggest it’s meaning of the word?
3. Do you recognize sounds in letters a, b and c?
4. Are there repeated sound in each line?
5. Do you know the names of sound devices used
in each lines?
B. Establishing a purpose for the
lesson/Motivation/Motive Questions These sound devices are usually used in writing or creating
poems, tongue twisters and rhymes.
Poets write poems that came from their thoughts of
feelings. It usually has figurative language. They convey
emotions, experiences and ideas in a vivid imaginative way.
Sound devices are the tools that used in writing poems to
convey the meaning and reinforce the real ideas and
feelings of the one that writes the poem.
Since poetry is basically rhythmical, it heavily relies on
sound devices to create musical effect.
C. Presenting examples/instances of the new lesson
The following are the types of sound devices
1. Onomatopoeia – this is a sound device which refers to
the use of words whose sounds suggest their meaning.
- The bang of a gun
- The hiss of a snake
- The buzz of a bee
- The pop of a firecracker
2. Alliteration – the repetition of the same initial
consonant at the beginning of each words in each line.
- The frog frolicked frivolously on the forest floor
- Shy sally selling sea shells by the sea shores
3. Assonance – the repetition of vowel sound at the
beginning, middle or end of the words in each lines.
- The rain gaves pain in spain
- Above apart the ant and aunty are angry at one
another
4. Consonace – this is the repetition of consonant letter
sound at the end of the words in each line.
- He fumbles to the spirits
As players at the keys
He stuns you by degrees
D. Discussing new concepts and practicing new skills Read, Analyze, Pick out!
#1
Pick out the line from the poems that exemplify the sound
devices in the chart.
Onomatopoiae alliteration
Assonace consonanace
E. Discussing new concepts and practicing new skills Listen as your teacher reads some lines of poems and
#2 as you listen analyzed and give the sound devices
used in each line orally.
1. What a horror they outpour in lies they devour
2. What a tales their terror tells
3. “Cling, cling, cling” says the bells
4. Mike bike has bright white stripes
Answers:
- Consonance
- Alliteration
- Onomatopoeia
- Assonance
F. Developing mastery (leads to Formative Group Activity:
Assessment 3)
Get it done really quick!
The first to present their output will be the winner!
Using your crayons, match each sound devices on first
column to its meaning and example by using the same
color.
Sound devices Meaning Example
Alliteration Words sound She meet and
alike because greet and take
they share the a seat and eat
same
consonant
sound at the
end.
Assonance Repetition of All at once
consonant everybody
sound at the shouted! The
beginning cow said
“Moooh”, the
snake said
“hisss” the frog
said “kokak”
Consonance Repeated Should shylock
vowel sounds in come ashore
lines of poetry rest assured he
would sure,
shingly showing
his short shirt
Onomatopoeia Words that How it swells
imitate the how it dwells
sound they are how it tells the
naming rapture that
impels
G. Finding practical applications of concepts and How do you think sound devices help in writing
skills in daily living a poem?
How about you? Do you like to write a poem
now?
Do you think writing a poem is good to do?
Why?
H. Making generalizations and abstractions about What are the 4 different sound devices?
the lesson Let the pupils differentiate them orally.
I. Evaluating learning Identify the sound devices used in each
sentence.
_____1. A wicked witch whispers. (Alliteration)
_____2. Our house is hard to reach, but a lot of
nearby beach. (Assonance)
_____3. And I saw antler, butler, and cutler.
(consonance)
_____4. The successful thistles thrust three
thousand thistles. (Alliteration)
_____5. “woosh’ wossh” of the howling wind.
(Onomatopoeia)
J. Additional activities for application or Use sound devices to write a short poem.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities
for remediation
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?
Prepared by:
ELEONOR JEANNE E. SY
Teacher III
Noted by:
HA vZEL B. PUNAY
Principal I
