DLP English

Main Campus Bongabong Campus Calapan City Campus
Mindoro State Alcate, Victoria Labasan, Bongabong Masipit, Calapan City

College
E-mail:
of Agriculture and minscatpresjetzam@gmail.com
Technology Website: www.minscat.edu.ph
BACO NATIONAL HIGH SCHOOL

FINAL DEMONSTRATION IN ENGLISH 7
A DETAILED LESSON PLAN
Subject: English (Language Arts) Grade: 7

Date: October 7, 2019 Time: 9:30-10:30
Content Standards:
The learner demonstrates understanding of how Figurative Language and other text types serve as
a tool to use in different literary pieces.
Performance Standards:
The learner confidently answers the given activity about the figurative language on a worksheet.
Learning Competency:
The learners create crucial information about the chosen topic.
I. Objectives
At the end of the lesson, the students must have:

1. Identified intelligently the different literary sound devices through answering the given
test in evaluation.
2. Demonstrated the proper usage of literary sound devices through engaging
themselves in the activities provided.
3. Internalized the importance of the literary sound devices by using them in making
their own literary compositions.
II. Subject Matter
A. Topic: Literary Sound Devices
B. References:
 http://homepage.smc.edu/meeks_christoper/SOUND%20DEVICES%20USED%20IN
%20POETRY.htm
 http://www.michigan.gov/documents/THE_SOUNDS_OF_POETRY_33553_7.pdf
C. Materials:
Laptop and Projector
Chalk and Board
Teacher-made visual aids
Video clips
Audio clips
Illustration board
Whistle
D. Subject Integration:
Edukasyon sa Pagpapahalaga
T.L.E.
Science and Technoogy
Filipino
MAPeH
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E. Values Integration:
Enthusiasm in Learning Language Arts
Discipline
Cooperation
F. Learning Strategies:
Socratic (Question and Answer)
Deductive and Inferential Learning
Cooperative Learning
III. PROCEDURES
BEFORE THE LESSON

A. DAILY ROUTINE
Teacher’s activity Students activity
1. Prayer
Okay class, please stand and let’s formally start

our class with a prayer. (Students will stand.)
Who is our prayer leader for today?

Please come in front and lead the prayer. (The prayer leader will come in front and
lead the prayer)
2. Greetings
Good morning class! Good morning Ma’am Perez!
3. Classroom Management
Before you take your seat, kindly pick up the

trash under your chairs and make sure that your (Students will pick up the trash and arrange
chairs are properly aligned. arrange their chair’s alignment.)
Now, you may all sit down. Thank you Ma’am.
4. Checking of Attendance
Ms. Secretary, do we have an absentee?

None Ma’am.
Very Good! All of you are present today. Well, how

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are you today class?

We are all great Ma’am!
That’s a good news! Keep it up.
5. Checking of Assignment
Yesterday, I asked you to create any kind of poem

right?
Yes Ma’am.
Kindly pass your assignments.
B. Review/Recall
Teacher’s Activity Student’s activity
We have been discussing the Figurative

Languages for two days.
Now, who can tell me what are the most
commonly used Figurative Languages? (Students will raise their hands.)
Yes, . The most common used figurative

languages are simile, metaphor,
hyperbole, metonymy, and personification.
Very good .
(Students are going to enumerate the most
Again, everyone.
commonly used figurative languages.
C. MOTIVATION
Teacher’s activity Student’s activity
Before we proceed to our topic, let’s have an

activity first. I will group you into five. Please
count one to five beginning with
you, . . (The students will count 1 to 5.)
(The teacher will assign a seat for each group.)

Please proceed to your assigned seat. Is
everyone on his/her seats now? Yes, Ma’am.
Good! For our activity for today, we will be having

the “WHISTLE BEFORE THE ANSWER”. Are
you all excited? Yes, Ma’am.
These are the mechanics of the game to be

followed so that we can successfully do our
activity.
1. I will play a song and your group will going

to guess the title of the song.
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2. There is only one correct title for each
song. Write your answer on the illustration
board provided.
3. Blow you whistle and wait for me to allow
your group to answer before you raise
your boards.
4. The group with the highest score will be
the winner and will receive a prize later.
I provided here a score list so that we can monitor

your scores. Do you have questions with regards
to the mechanics of the game?
(None Ma’am.)
Okay, let’s proceed.
Song #1: I just wanna know you better

Know you better (Groups will whistle but the group who
know you better now. whistled first is the one to show their
answer.)
That’s correct group ! The title of the
song is Everything has changed by Taylor Swift,
but that is only a trial and error.
So that is how the game goes, okay?
Yes, Ma’am.
Song #2: Boom boroom boom boom
Boroom boom base, I got that (Groups will whistle but the group who
Super base whistled first is the one to show their
answer.)
That’s correct group ! The title of the
song is Super Base by Nicki Minaj. (The teacher
will put a score on the score list.)
Okay, next song.
Song #3: Rudolf the red nose reindeer

Have a very shiny nose (Groups will whistle but the group who
And if you ever saw it whistled first is the one to show their
You would even say it glows answer.)
Amazing group , your answer is

correct.
(The teacher will put a score on the score list.)
Here is the next song.
Song #4: Tick, tock on the clock but the party

don’t (Groups will whistle but the group who
stop, no, no, oh, oh… whistled first is the one to show their
answer.)
Group you got the wrong answer.

Other groups show me your answers.
Group you got it right! The answer is
Tick Tock by Kesha. (The teacher will put a score
on the score list.)
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Song #5: Kiss me, Kiss me in the morning
(Groups will whistle but the group who
Kiss me, kiss me in the night
whistled first is the one to show their
Okay Group you got it right. It is Kiss me, answer.)
Kiss me by Sarah Geronimo. (The teacher will put
a score on the score list.)
Song #6: Baby, baby, baby ohhh

Like baby, baby, baby nooo (Groups will whistle but the group who
answer.)
Wow! You got it right group . The
correct answer is Baby by Justin Bieber
Song #7: Like the big bad wolf I’m born

To be bad and bad to the bone (Groups will whistle but the group who
It seems that everyone knows the answer. But answer.)
group whistled first. Very good!
Song #8: Cause all of me loves all of you

Love your curves and all your edges, all (Groups will whistle but the group who
Your perfect imperfections whistled first is the one to show their
answer.)
Group , you got it correct!
Okay, It seems that you are really enjoying our

activity, but we have to cut it there. So according
to our score list, we have group as our
winner.
They will get their prize later at the end of the
class.
Let’s give them a Very Good clap.
(Students will do the clap.)
DURING THE LESSON

D. PRESENTATION
Teacher’s activity Student’s activity
Well, I guess you had fun with our activity, right? Yes, Ma’am.
Excellent!
So the activity we had is so much related to our
topic for today.
What are the things that you noticed in the Some students will share the words they
activity? have noticed.)
Our topic for today is all about literary sound

devices. For this meeting, these will be our
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integrated learning objectives At the end of the lesson, the
(The teacher will post the learning objectives.) students must have:
everyone, please read. 1. Identified intelligently the
different literary sound
devices through
answering the given
test in evaluation.
2. Demonstrated the proper
usage of literary sound
devices through
engaging themselves in the
activities provided.
3. Internalized the importance

of the literary sound devices
by using them in making
their own literary
compositions.
E. DISCUSSION
Teacher’s Activity Student Activity
To start with our lesson, first I have a question for

you. When you heard the word "Sound" what
comes into your mind?
Yes please. (A student will share his/her answer.)
Very good . Who else have an idea? (A student will share his/her answer.)
Thank you ..
Sound is a noise, a vocal utterance, musical tone,

or the like. Regarding about that, our lesson for
today is all about the Literary Sound Devices.
Everyone please read. (The meaning is projected (A student will read the meaning.)
on the laptop.)
There are five types of Sound Devices that are

commonly used by the poets. They are the
following, please read.
(The meaning is projected from the laptop.) (A student will read the meaning.)
Thank you . .
For the first type of the Literary Sound Devices

we have the Rhyme Scheme. Everyone please
read. Poets organize rhyming words in a variety
(The meaning is projected from the laptop.) of patterns called rhyme schemes. End
rhyme is the rhyming of words at the ends
of lines of poetry.
Say for instance, a part of the poem entitled “Trees” by Joyce Kilmer
"Trees" by Joyce Kilmer. please read. (aabb)
I think that I shall never see (a)
A poem lovely as a tree. (a)
A tree that may in summer wear (b)
A nest of robins in her hair. (b)
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So what do you think is the pattern or the rhyme
scheme of that stanza? Any idea? (A student will share his/her answer.)
Nice! Let's give him/her a nice clap.
It is said that rhyming words can be found at the

end of the lines of a poem. Here in our example,
we have (aabb) pattern. So how did it happen?
Again, please read the first and second line.
Yes . (A student will read the first and second
line.)
How about the third and fourth line. Yes please. (A student will read the first and second
line.)
Okay, thank you!
Another example is the famous “Annabel Lee” by

Edgar Allan Poe.
“Annabel Lee” by Edgar Allan Poe (ababcb)

It was many and many a year ago,
In the kingdom by the sea,
That a maiden there lived, whom you may
know
By the name of Annabel Lee;
And this maiden she lived with no other
thought
Than to love, and be loved by me.
Now, who can identify what is the rhyme scheme

or the rhythmic pattern of the given example?
Yes please come in front and write your answer
at the end of each line. (A student will follow.)
Thank you. Now, we will be proceeding to the

second type of Literary Sound Devices, the
Repetition. Please read the meaning. (The
meaning will be projected from the laptop.) Repetition is the recurring use of a sound,
Yes . a word, a phrase, or a line. Repetition can
be used to appeal to our emotions, create
Thank you so much . As an example mood, and to emphasize important ideas.
for that, we have a part of Edgar Allan Poe's
poem entitled “Annabel Lee”. Everyone please
And the stars never rise, but I feel the
read.
bright eyes
Of the beautiful Annabel Lee;
And so, all the night-tide, I lie down by
the side
Of my darling—my darling—my life and
my bride,
In the sepulchre there by the sea,
In her tomb by the sounding sea.
From the given example, what do you think are

the words that are being repeated? Yes (A student will share his/her answer.)
Okay! Now, who can give me an example of

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Repetition? It can be in a form of song or poem
itself having repeated words or phrase. Anyone?
Yes .
(A student will share his/her answer.)
Thank you . Everyone, do you have any
question regarding with repetition? None ma'am.
Good! Now let's proceed to the third type which is

the Alliteration.
Okay, Alliteration is the repetition of beginning

consonant sounds.
Say for instance, the tongue twister "Peter Piper

picked a peck of pickled peppers,” this example
overuses alliteration. What consonant sound is
being repeated? (A student will give his/ her answer.)
That's right! Who can give another example of

alliteration?
Yes . (A student will give his/ her answer.)
Thank you! That is correct. Who else? (A student will give another example.)
Yes .
Great! Thank you for your wonderful answers.
Do you have any questions concerning

alliteration? None, ma'am.
Good, now let's move on to the fourth type which

is Assonance. But before that, what is
Assonance? Yes . (A student will give his/ her answer.)
Correct! Assonance is the repetition of vowel

sounds.
Everyone please read the example. How strange it is

To hover over words, like the smoke
From the loggers’ fires, over the
valley.
From this example, notice how many “O” sounds

occur. How many? Yes . (A student will give his/ her answer.)
Alright! Very good. We have nine vowel sounds
from the given example. Okay, let's count.
Another type is Consonance.

Consonance is the repetition of consonant
sounds anywhere within words, not just at the
beginning.
An example for this, everybody please read. “The Walrus and the Carpenter”
by Lewis Carroll
The moon was shining sulkily,
Because she thought the sun
Had got no business to be there
After the day was done—
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“It’s very rude of him,” she said,
“To come and spoil the fun!”
Thank you. Now, what do you think is the

consonant sound that is being repeated not just
at the beginning, but of course can be found at
the middle, as well as at the end? Okay . (A student will give his/ her answer.)
Try it up.
Very good! We have "S" sound that is being

repeated. Now, let's count the “S” sounds as they Everybody will cooperate.
appear in this verse.
Alright! We have twelve "S" sounds. Now, do you

understand the Consonance? Can we precede to
the last type of Literary Sound Device? Yes ma'am.
Alright! Thank you.
For the last type we have Onomatopoeia.

Everybody please read. Onomatopoeia is the use of words that
create the sounds they describe.
Thank you. I know that some of you or maybe all

of you are familiar with Onomatopoeia. Now, who
can give me an example for it? Yes . (A student will give his/ her answer.)
Very good! Another example.

Yes . (A student will give his/ her answer.)
Thank you. For our example, we have “The

Highwayman” by Alfred Noyes. Everybody please
read. Tlot-tlot; tlot-tlot! Had they heard it? The
horse hoofs ringing clear;
Tlot-tlot, tlot-tlot, in the distance? Were
they deaf that they did not hear?
Okay, thank you. Do you have a question

None ma'am.
regarding our topic?
Excellent. It seems that you have

understood the lesson. Give yourselves a
round of applause.
F. GENERALIZATION
Teacher’s Activity Student Activity
To summarize what we have discussed, again (Students will raise their hands.)
what is Literary Sound Devices?
Yes, . (Student will answer.)
Very good!
What are the different kinds of literary sound
devices? Any volunteer? (Students will raise their hands.)
That’s great!
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Based from our examples a while ago, who can

give me at least one example for each devices?
Another?
AFTER LESSON
G. APPLICATION
Teacher’s Activity Student’s Activity
Since you have understood already, we will have
a group activity again. You will be having the
same groupings and the same assigned tables
you had earlier.
Our activity is called “Aquarium of Knowledge”
For the mechanics of our activity:
1. I have posted here the Aquarium of

Knowledge. The aquarium contains
appropriate words and the different sound
devices that corresponds or matches to
the given sentences.
2. 2. Each group will be given a set of
sentences. (Group representative will pick
what set of number will be assigned to
them.)
3. Read the sentences carefully and think of
the missing words to complete its thought.
4. Find the answer on the Aquarium of
Knowledge and then identify each
sentence which literary sound devices it
is.
5. Be careful in catching fish, you might get
the wrong one.
6. Post you final answer on the board.
7. The group with the highest score will get
the other prize.
Do you understandSet
SENTENCES: theAmechanics? Yes Ma’am
1. The barbarians broke through the
Use all your skills in fishing because the
barricade.
time starts NOW!
2. Mike likes white stripes on his
bike.
3. The big dog dug a hole.
4. The cows mooed.
5. “Tyger, tyger, burning bright, in the
forest of the night.”- Tyger by
William Blake
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SENTENCES: Set B
1. Erin cooked cupcakes in the
kitchen.
2. The squeaky wheel gets the
grease.
3. We are bound by a bond that
can transcend the beyond.
4. The cats meowed.
5. “Some are red, and some are
blue. Some are old and some
are new.”-Dr. Seuss
SENTENCES: Set C
1. He dunked the delicious doughnut
in dairy cream.
2. The rain in Spain stays mainly on
the plain.
3. I stretch to touch the peach.
4. The leaves swished in the
shrieking wind.
5. “Double, double, toil, and trouble.
Fire burn and cauldron bubble.” –
Macbeth by Shakespeare.
SENTENCES: Set D
1. The stuntman flipped from a forty
foot Ferris wheel.
2. The light of the fire is a sight.
3. The black sack is in the back.
4. The lamp went poof and a genie
appeared.
5. “Yes we can to justice and
equality. Yes we can to opportunity
and prosperity.” -Obama
SENTENCES: Set E
1. The ghouls and ghosts
greeted the gangly goblins.
2. Go slow over the road.
3. She swung her fist in angst
against the beast.
4. The ducks quacked.
5. Let it snow, let it snow, let it
snow.
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After 6 minutes…
Now we are going to check your answers.

Explain your output upon checking.
ANWER KEY:
SET A:
1. Broke- Alliteration
2. White- Assonance
3. Dug- Consonance
4. Mooed- Onomatopoeia
5. Rhyme Scheme
SET B:
1. Cooked- Alliteration
2. Squeaky- Assonance
3. Beyond- Consonance
4. Meowed- Onomatopoeia
5. Repetition
SET C:
1. Delicious- Alliteration
2. Spain- Assonance
3. Stretch- Consonance
4. Swished- Onomatopoeia
5. Rhyme Scheme
SET D:
1. Flipped- Alliteration
2. Fire- Assonance
3. Black- Consonance
4. Poof- Onomatopoeia
5. Repetition
SET E:
1. Ghosts- Alliteration
2. Slow- Assonance
3. Against- Consonance
4. Quacked- Onomatopoeia
5. Repetition
Congrats Group/s ! you

got the highest score, and for that
you will receive a limited edition
prize.
To other groups, better luck next
time.
H. EVALUATION
I can see that we have meet our learning

objectives for today’s lesson.
To make sure that you have clearly understood
the lesson, kindly prepare a ¼ sheet of paper for
a quiz.
Direction: Identify what literary sound devices are

the following:
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(The quiz will be presented through teacher-made

visual aids.)
Are you all done? Yes Ma’am.

Please exchange your paper at your back then (The students will follow.)
the last at the back, give your paper in front.
Let’s check your answers. (The teacher will give
the right answer.)
Return the paper to the owner.
Who got a perfect score? (The students who got perfect scores will
raise their hands.)
Very good! Let’s give them a roller coaster clap. Chug, chug, chug
Woooh, woooh, woooh, amazing!
Who got 9- 6? (The students who got scores from 6- 9 will

raise their hands.)
Very good!
Who got 5 and below? The students who got scores from 5-
below will raise their hands.)
Good.
I. Agreement
Class, please copy your assignment.
Directions: Construct six sentences using the

different literary sound devices.
Are you done copying? Yes Ma’am.
Class, do you have any question or clarification

about your assignment? None Ma’am.
Okay, please stand and let us pray.

(The teacher will lead the prayer.) (Students will stand and pray also.)
Goodbye class. Goodbye Ma’am!
Prepared by:
KRIZZALENE P. PEREZ
Subject Teacher
Checked by:
DR. LEONICIA S. MARQUINEZ

Cooperating Teacher
Approved by:
College
E-mail:
DANTE A. CASTILLO
Principal, Baco National High School

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Main Campus Bongabong Campus Calapan City Campus

Mindoro State Alcate, Victoria Labasan, Bongabong Masipit, Calapan City

BACO NATIONAL HIGH SCHOOL

Subject: English (Language Arts) Grade: 7

At the end of the lesson, the students must have:

II. Subject Matter

A. Topic: Literary Sound Devices

BEFORE THE LESSON

Okay class, please stand and let’s formally start

Who is our prayer leader for today?

Good morning class! Good morning Ma’am Perez!

Before you take your seat, kindly pick up the

Now, you may all sit down. Thank you Ma’am.

Ms. Secretary, do we have an absentee?

Very Good! All of you are present today. Well, how

are you today class?

Yesterday, I asked you to create any kind of poem

Kindly pass your assignments.

We have been discussing the Figurative

Yes, . The most common used figurative

Before we proceed to our topic, let’s have an

(The teacher will assign a seat for each group.)

Good! For our activity for today, we will be having

These are the mechanics of the game to be

1. I will play a song and your group will going

I provided here a score list so that we can monitor

Okay, let’s proceed.

Song #1: I just wanna know you better

Song #3: Rudolf the red nose reindeer

Amazing group , your answer is

Song #4: Tick, tock on the clock but the party

Group you got the wrong answer.

Song #6: Baby, baby, baby ohhh

Song #7: Like the big bad wolf I’m born

Song #8: Cause all of me loves all of you

Okay, It seems that you are really enjoying our

DURING THE LESSON

Our topic for today is all about literary sound

3. Internalized the importance

To start with our lesson, first I have a question for

Sound is a noise, a vocal utterance, musical tone,

There are five types of Sound Devices that are

For the first type of the Literary Sound Devices

Nice! Let's give him/her a nice clap.

It is said that rhyming words can be found at the

Another example is the famous “Annabel Lee” by

“Annabel Lee” by Edgar Allan Poe (ababcb)

Now, who can identify what is the rhyme scheme

Thank you. Now, we will be proceeding to the

From the given example, what do you think are

Okay! Now, who can give me an example of

Good! Now let's proceed to the third type which is

Okay, Alliteration is the repetition of beginning

Say for instance, the tongue twister "Peter Piper

That's right! Who can give another example of

Great! Thank you for your wonderful answers.

Do you have any questions concerning

Good, now let's move on to the fourth type which

Correct! Assonance is the repetition of vowel

Everyone please read the example. How strange it is

From this example, notice how many “O” sounds

Another type is Consonance.