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    I. OBJECTIVE/S: Analyzes Sound Devices (Onomatopoeia, Alliteration, Assonance

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    John Mathew
    This document outlines a lesson plan for analyzing sound devices like onomatopoeia, alliteration, assonance, personification, irony, and hyperbole. It includes objectives, materials, instructional procedures, and an assessment. Students will listen to a poem about New York City and identify the sound devices used. They will learn definitions and examples of each device. Activities include identifying devices in sentences, working in groups named after devices, and generalizing their understanding. For assessment, students analyze devices in example sentences. An assignment requires analyzing devices in additional passages.

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    I. OBJECTIVE/S: Analyzes Sound Devices (Onomatopoeia, Alliteration, Assonance

    Uploaded by

    John Mathew
    711 views4 pages
    This document outlines a lesson plan for analyzing sound devices like onomatopoeia, alliteration, assonance, personification, irony, and hyperbole. It includes objectives, materials, instructional procedures, and an assessment. Students will listen to a poem about New York City and identify the sound devices used. They will learn definitions and examples of each device. Activities include identifying devices in sentences, working in groups named after devices, and generalizing their understanding. For assessment, students analyze devices in example sentences. An assignment requires analyzing devices in additional passages.

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    DLP in ENGLISH 6

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    DLP in ENGLISH 6

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    This document outlines a lesson plan for analyzing sound devices like onomatopoeia, alliteration, assonance, personification, irony, and hyperbole. It includes objectives, materials, instructional procedures, and an assessment. Students will listen to a poem about New York City and identify the sound devices used. They will learn definitions and examples of each device. Activities include identifying devices in sentences, working in groups named after devices, and generalizing their understanding. For assessment, students analyze devices in example sentences. An assignment requires analyzing devices in additional passages.

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    711 views4 pages

    I. OBJECTIVE/S: Analyzes Sound Devices (Onomatopoeia, Alliteration, Assonance

    Uploaded by

    John Mathew
    This document outlines a lesson plan for analyzing sound devices like onomatopoeia, alliteration, assonance, personification, irony, and hyperbole. It includes objectives, materials, instructional procedures, and an assessment. Students will listen to a poem about New York City and identify the sound devices used. They will learn definitions and examples of each device. Activities include identifying devices in sentences, working in groups named after devices, and generalizing their understanding. For assessment, students analyze devices in example sentences. An assignment requires analyzing devices in additional passages.

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    of 4

    DLP in ENGLISH 6

    Teacher: Noeson B. Tecson


    School: Carogcog Elementary School

    June 4, 2018 (Monday)


    I. OBJECTIVE/S: Analyzes sound devices (onomatopoeia, alliteration, assonance,
    personification, irony
    and hyperbole) in a text heard.
    EN6LC-Ia-2.3.1 -2.3.8
    Analyzes sound devices (onomatopoeia, alliteration, assonance, consonance)
    EN6RC-Ia- 2.3.1- 2.3.9
    Value Focus: Be respectful

    II. SUBJECT MATTER:


    A. Skill : Analyzing sound devices (onomatopoeia, alliteration, assonance, personification,
    irony and hyperbole) in a text heard.
    Analyzing sound devices (onomatopoeia, alliteration, assonance, consonance)
    B. Reference : 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.html
    C. Materials : flashcards, charts,

    III. INSTRUCTIONAL PROCEDURE:


    A. Oral Language Activity
    Are sounds important to man? Give me the sounds of the following:
    B. Pre-Listening
    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
    cellphone duck dog bell motorcycle
    2. Motivation
    Are you familiar of the place New York City? In what country does it belong?
    Today I’m going to read to you a short poem about New York City.
    3. 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.)
    C. During Listening
    New York City
    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.
    D. Skill Development
    1. Teaching and Modelling
    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 and
    their 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.
    E. Post Listening
    Group Activity: 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. 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)
    F. Generalization:
    What are the different sound devices that are used by the poets?
    Describe each sound device and give example.

    IV. ASSESSMENT:
    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)

    V. ASSIGNMENT
    Analyze the following sound device used in the passages.
    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.

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