CW11Q1W3D3

Republic of the Philippines
Department of Education
Region V – Bicol
Schools Division Office
Camarines Norte
Eco Athletic Field, F. Pimentel Ave., camarines.norte@deped.gov.ph (054) 440-1772/(054) 440-4464
Daet, Camarines Norte DepEd Camarines Norte
CODE CW11Q1W3D3
GRADES 1 to School Grade Level 12 Quarter 1st

12 DAILY Teacher Learning Area Creative Writing
LESSON PLAN Teaching Date and Time
The learners must have an understanding of poetry as genre and how to

A. Content Standards
analyze its elements and techniques.
B. Performance Standards The leaners shall be able to produce a short, well-crafted poem.
I. OBJECTIVES
The learners identify the various elements, techniques, and literary

devices in poetry. HUMSS_CW/MP11/12c-f-6
C.Learning Competencies/ 1. Describe rhyming words;

Objectives 2. Distinguish the difference among types of rhymes; and
3. Demonstrate understanding on the importance of rhyme in
poetry.
II. CONTENT (Subject Matter/Lesson) 6.1 Elements of the genre
1. Teacher’s Guide pages
2. Learner’s Materials pages

III. LEARNING RESOURCES
A. REFERENCES
Buhisan A.J.F. and Sayseng A. Creative Writing. 2016.p. 29-31

3. Textbook pages
 http://www.literarydevices.com/rhyme/
4. Additional Materials from  file:///C:/Users/Asus/Documents/Rhyming-Words-in-Sentences-
Learning Resource portal Worksheet.pdf
 https://www.youtube.com/watch?v=3Cc1TL-0bXo
B. Other Learning Resources
“SDO Camarines Norte: Facilitating Dreams…, Valuing

Aspirations…”
Region V – Bicol
Camarines Norte
Round Robin Post-It Review (10 minutes)
Arrange students into groups of five, with each student seated at a desk.
Create four questions or problems for students to respond to. Type or
write the questions/problems on a sheet of paper. Have one student from
each group cut the question sheet into its four questions and distribute
one question slip to each student in the group. Provide length of time for
students to answer their questions.
When time is up, have students leave the question slips on their desks,
stand and rotate clockwise to the next desk in their group, and then solve
the problem on that desk. (Or students can pass their question slips
clockwise, to the next person in the group.) The solving and shifting
continue until all students have answered all four questions.
Next, students share their answers with the other students in their
groups, one question at a time. Did everybody in the group agree on the
answer to question 1? If not, the group should come to an agreement
about the correct answer to the question. When they have agreed on an
A. Reviewing previous lesson or answer to question 1, they write on a sticky note the following
presenting the new lesson information:
 Question 1
 The group name
 The agreed-upon answer to the question
Then, each group attaches its sticky note to the board in the section
numbered 1.
Students continue the activity in the same way, coming to an agreement

about the answers to the other questions and making official their final
answer to each question by placing a sticky note on the board next to the
appropriate question number.
When all groups have posted sticky-note answers to all four questions,
the teacher will check the answers and assign a group grade. Discuss any
errors to be sure students understand the correct responses.
Rhyming Words and Picture Cards (5 minutes)
Print off and cut pictures on the sheets to make cards. Have the students
B. Establishing a purpose for the
lesson find pair of cards that has same or similar sounds.
Example:
chest-nest
car-star

Aspirations…”
Region V – Bicol
Camarines Norte
bell-sell
The Rhyming Words Game (5 minutes)
The teacher will play a video clip. Students are going to identify whether
C.Presenting examples/instances
the 3rd word which will be flushed on the screen rhymes with the first two
of the new lesson
letters showed in the video. Click this link to download the copy of the
video https://www.youtube.com/watch?v=3Cc1TL-0bXo.
(5 minutes)
Ask students to identify words that have the same sound in every line.
Example #1
Fate hired me once to play a villain’s part.

D.Discussing new concepts and
practicing new skills #1 I did it badly, wasting valued blood;
Now when the call is given to the good
It is that knave who answers in my heart.
(“Between the Acts” by Stanley Kunitz)
(5 minutes)
Ask the students to identify words that have the same sound in every line.
Example #2
Whose woods these are I think I know.
His house is in the village though;
E. Discussing new concepts and
He will not see me stopping here
practicing skills #2
To watch his woods fill up with snow.
(“Stopping By Woods on a Snowy Evening” by Robert Frost)
(5 minutes)
1. What is the best rhyme definition from the following statements?
A. The repetition of the same or similar sounds in two or more words,
often at the end of lines.
B. The repetition of the same consonant sound at the beginning of
words.
F. Developing mastery C. The repetition of the same word at the end of a clause or line.
2. Which of the following lines from Robert Frost’s poem “After Apple
Picking” does not rhyme with the others?
A. Magnified apples appear and disappear,
B. Stem ends and blossom ends,
C. And every fleck of russet showing clear.
3. What kind of perfect rhyme is demonstrated by the words “mystical”
and “statistical”?

Aspirations…”
Region V – Bicol
Camarines Norte
A. Single
B. Double
C. Dactylic
(15 minutes)
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.
Types of Rhyme
There are many different ways to classify rhyme. Many people recognize
“perfect rhymes” as the only real type of rhyme. For example, “mind” and
“kind” are perfect rhymes, whereas “mind” and “line” are an imperfect
match in sounds. Even within the classification of “perfect” rhymes, there
are a few different types:
 Single: This is a rhyme in which the stress is on the final syllable of

the words (“mind” and “behind”).
 Double: This perfect rhyme has the stress on the penultimate, or
second-to-last, syllable (“toasting” and “roasting”).
 Dactylic: This rhyme, relatively uncommon in English, has the
G.Making generalizations and stress on the antepenultimate, or third-from-last, syllable (“terrible”
abstractions about the lesson and “wearable”).
Common Examples of Rhyme
There are plenty of common phrases we say in English that contain

rhymes. Here are some examples:
 See you later, alligator.

 In a while, crocodile.
 You’re a poet and you didn’t know it.
There are also many conjugate words that we use in English that rhyme,
such as the following:
 Hokey-pokey
 Namby-pamby
 Itsy-bitsy
 Teenie-weenie
 Silly-billy
(5 minutes)
H.Finding practical applications of
concepts and skills in daily living
What do you think is the purpose of including rhyme in a poem?
I. Evaluating learning
Individual Activity (5 minutes)

Aspirations…”
Region V – Bicol
Camarines Norte
Circle the two words that rhyme in each given sentence below.
1. I looked in the mirror at the skin on my chin.
2. I had to throw a good show.
3. The cub wanted to rub on the tree branch.
4. The sun weighed way more than a ton.
5. I had a kite that I liked to fly at night.
Use the following rhyming words in a sentence.

J. Additional activities for 1. date-hate
application or remediation 2. row-snow
3. king-fling
V. REMARKS
A. No. of learners who earned 80%

in the evaluation
B. No. of learners who require

additional activities for
remediation
C.Did the lesson work? No. of
learners who have caught up w/
the lesson
VI. REFLECTION
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?

Aspirations…”
Region V – Bicol
Camarines Norte
PROCEDURES NOTES / SUGGESTIONS / RECOMMENDATIONS

A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for

the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts

and practicing new skills #1

Aspirations…”
Region V – Bicol
Camarines Norte
E. Discussing new concepts

and practicing skills #2
F. Developing mastery
G. Making generalizations and

abstractions about the
lesson
H. Finding practical
applications of concepts
and skills in daily living
I. Evaluating learning
J. Additional activities for

application or remediation

Aspirations…”

CW11Q1W3D3

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Republic of the Philippines

GRADES 1 to School Grade Level 12 Quarter 1st

The learners must have an understanding of poetry as genre and how to

The learners identify the various elements, techniques, and literary

C.Learning Competencies/ 1. Describe rhyming words;

II. CONTENT (Subject Matter/Lesson) 6.1 Elements of the genre

1. Teacher’s Guide pages

2. Learner’s Materials pages

Buhisan A.J.F. and Sayseng A. Creative Writing. 2016.p. 29-31

B. Other Learning Resources

“SDO Camarines Norte: Facilitating Dreams…, Valuing

Round Robin Post-It Review (10 minutes)

Students continue the activity in the same way, coming to an agreement

Rhyming Words and Picture Cards (5 minutes)

“SDO Camarines Norte: Facilitating Dreams…, Valuing

The Rhyming Words Game (5 minutes)

Fate hired me once to play a villain’s part.

(“Between the Acts” by Stanley Kunitz)

(“Stopping By Woods on a Snowy Evening” by Robert Frost)

“SDO Camarines Norte: Facilitating Dreams…, Valuing

Rhyme is a popular literary device in which the repetition of the same or

 Single: This is a rhyme in which the stress is on the final syllable of

There are plenty of common phrases we say in English that contain

 See you later, alligator.

“SDO Camarines Norte: Facilitating Dreams…, Valuing

Use the following rhyming words in a sentence.

A. No. of learners who earned 80%

B. No. of learners who require

D.No. of learners who continue to

E. Which of my teaching strategies

“SDO Camarines Norte: Facilitating Dreams…, Valuing

PROCEDURES NOTES / SUGGESTIONS / RECOMMENDATIONS

B. Establishing a purpose for

D. Discussing new concepts

“SDO Camarines Norte: Facilitating Dreams…, Valuing

E. Discussing new concepts

G. Making generalizations and

J. Additional activities for

“SDO Camarines Norte: Facilitating Dreams…, Valuing

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