CW11Q1W3D4

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 CW11Q1W3D4
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/
Objectives 1. Discover the different functions of the literary devices:
alliteration, assonance and consonance;
2. Identify the literary devices used in the material; and
3. Appreciate the use of literary devices in understanding poetry.
2.1 Elements of the genre

II. CONTENT (Subject Matter/Lesson) a. alliteration
b. assonance
c. consonance
1. Teacher’s Guide pages none
none
2. Learner’s Materials pages
A. REFERENCES
III. LEARNING RESOURCES
Buhisan A.J.F. and Sayseng A. Creative Writing. 2016.pp.28-29

3. Textbook pages
4. Additional Materials from https://www.youtube.com/watch?v=77dUM556fGY

Learning Resource portal https://www.youtube.com/watch?v=8N3pQdxiTo8
container or fish bowl, strips of paper, small envelope, timer, candy (prize
B. Other Learning Resources
for winner in the activity)
Luck of the Draw (5 minutes)
A. Reviewing previous lesson or Review the elements tone and theme in poetry by doing luck of
presenting the new lesson draw . The teacher will put the names of the students in a
IV. PROCEDURES
container. A student whose name is drawn is required to present

or give an important lesson learned in the last meeting.
B. Establishing a purpose for the Group Competition (5 minutes)

lesson
For a fun and energizing lesson on literary devices, the teacher will need
“SDO Camarines Norte: Facilitating Dreams…, Valuing

Aspirations…”
Region V – Bicol
Camarines Norte
the following materials: six sets of a typed list (larger font) containing 3
literary terms (alliteration, assonance and consonance) which you will cut
into strips by word, six sets of brief literary quotes that incorporate one of
the terms that you will also cut into strips, a small envelope for each
group's term and example, a timer and a small prize for the winning
group. Group students into six groups of five. Tell groups that they will
compete with each other for a grand prize. Next, hand out the envelopes
with terms and quotes. Students must match the literary term with the
quote. The first group who gets them all correctly wins the prize.
(5 minutes)
The teacher will play a short video clip showing the difference of the three
C.Presenting examples/instances
literary devices (alliteration, assonance and consonance).
of the new lesson
Note: See the link below for the copy of the video clip.
https://www.youtube.com/watch?v=8N3pQdxiTo8
Group Activity (8 minutes)
D.Discussing new concepts and Divide the class into four groups. Each group will be given a copy of the
practicing new skills #1 song. In this activity, students are going to look for sample literary
devices found in the song. The group who will get many correct answers
will win.
(5 minutes)
E. Discussing new concepts and

practicing skills #2
West Beast East Beast

Theodor Seuss Geisel
Upon an island hard to reach,

the East Beast sits upon his beach.
Upon the west beach sits the West Beast.
Each beach beast thinks he's the best beast.
Which beast is best?...Well, I thought at first

that the East was best and the West was worst.

Aspirations…”
Region V – Bicol
Camarines Norte
Then I looked again from the west to the east

and I liked the beast on the east beach least.
Individuals Get Creative (7 minutes)
Materials Needed:
unlined paper
markers
colored pencils or crayons
list of literary terms
F. Developing mastery
Using a sheet of paper as an example, have students fold their paper in
half lengthwise. Next, have them fold the shorter ends together in half
two times. Students will have folded the sheet into eight rectangles.
Students should write the name of one literary device on the front of each
rectangle. Underneath the name, they should write a unique example of
the device. On the back of the sheet, have students draw a visual
representation of the literary device that they created on the front.
(10 minutes)
Alliteration is the repetition of initial consonant sounds.
Example:
Peter Piper picked a peck of pickled peppers;
A peck of pickled peppers Peter Piper picked;
If Peter Piper picked a peck of pickled peppers,

Where's the peck of pickled peppers Peter Piper picked?
ASSONANCE - is a close repetition of similar vowel sounds, usually in

G.Making generalizations and stressed syllables.
abstractions about the lesson
Example:
1. The light of the fire is a sight. (repetition of the long i sound)
2. Go slow over the road. (repetition of the long o sound)
3. Peter Piper picked a peck of pickled peppers (repetition of the short e
and long i sounds)
4. Sally sells sea shells beside the sea shore (repetition of the short e and
long e sounds)
CONSONANCE is the repetition of consonant sounds but not necessarily

Aspirations…”
Region V – Bicol
Camarines Norte
at the beginning of words.

 it is a pleasing sounding caused by the repetition of consonant
sounds within sentences, phrases, or in poems. Typically this
repetition occurs at the end of the words, but may also be found
within a word or at the beginning.
Pair of Consonance Examples

 Blank and think
 Spelled and scald
 Sent and went
 Dawn goes down
Minute Papers (5 minutes)

The students are going to write their reflection by answering the following
questions:
H.Finding practical applications of  What did you learn today?
concepts and skills in daily living  What questions do you still have?
 What did you like best in our lesson?
 How can you still improve your participation?
(10 minutes)
Identify the different literary devices presented in the video.
I. Evaluating learning
Note :Please click this link for the copy of the video clip
https://www.youtube.com/watch?v=77dUM556fGY)
J. Additional activities for
Write at least three examples for each type of poetic devices.
application or remediation
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
VI. REFLECTION
learners who have caught up w/

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

Aspirations…”
Region V – Bicol
Camarines Norte
materials did I use/discover

which I wish to share with other
teachers?
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
E. Discussing new concepts

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

abstractions about the
lesson

Aspirations…”
Region V – Bicol
Camarines Norte
H. Finding practical
applications of concepts
and skills in daily living
I. Evaluating learning
J. Additional activities for

application or remediation

Aspirations…”

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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

2.1 Elements of the genre

Buhisan A.J.F. and Sayseng A. Creative Writing. 2016.pp.28-29

4. Additional Materials from https://www.youtube.com/watch?v=77dUM556fGY

Luck of the Draw (5 minutes)

container. A student whose name is drawn is required to present

B. Establishing a purpose for the Group Competition (5 minutes)

“SDO Camarines Norte: Facilitating Dreams…, Valuing

E. Discussing new concepts and

West Beast East Beast

Upon an island hard to reach,

Which beast is best?...Well, I thought at first

“SDO Camarines Norte: Facilitating Dreams…, Valuing

Then I looked again from the west to the east

Individuals Get Creative (7 minutes)

If Peter Piper picked a peck of pickled peppers,

ASSONANCE - is a close repetition of similar vowel sounds, usually in

CONSONANCE is the repetition of consonant sounds but not necessarily

“SDO Camarines Norte: Facilitating Dreams…, Valuing

at the beginning of words.

Pair of Consonance Examples

Minute Papers (5 minutes)

A. No. of learners who earned 80%

B. No. of learners who require

learners who have caught up w/

D.No. of learners who continue to

E. Which of my teaching strategies

“SDO Camarines Norte: Facilitating Dreams…, Valuing

materials did I use/discover

PROCEDURES NOTES / SUGGESTIONS / RECOMMENDATIONS

B. Establishing a purpose for

D. Discussing new concepts

E. Discussing new concepts

G. Making generalizations and

“SDO Camarines Norte: Facilitating Dreams…, Valuing

J. Additional activities for

“SDO Camarines Norte: Facilitating Dreams…, Valuing

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