Professional Documents
Culture Documents
COT Q1 English Sound Devices
COT Q1 English Sound Devices
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
DON BENIGNO CARRIEDO ELEMENTARY SCHOOL
MAGSAYSAY, ALIAGA, NUEVA ECIJA 3111
QUARTER 1
SEMI-DETAILED LESSON PLAN IN ENGLISH V
I. Objectives
Recognize the sound devices ( onomatopoeia, alliteration, assonance )
Differentiate the sound devices onomatopoeia, alliteration, assonance
Analyze sounds devices ( onomatopoeia, alliteration, assonance )
III. Procedure
A. Preliminary Activities
1. Checking of Attendance
2. Drill
3. Review of previous lesson
4. Identify the statement below whether it is a simile, metaphor and
personification.
B. Motivation
Teacher will present a picture to the class and the learners will give their
point of view about the pictures.
C. Presentation
Teacher present a song using of alliteration to the learners.
https://www.youtube.com/watch?v=y-koivS_aho
D. Discussion
1. Today we discuss about the sound devices using onomatopoeia,
alliteration, and assonance.
What is onomatopoeia?
- Onomatopoeia is when a word’s pronunciation imitates its
sound.
Example:
I could hear the crowd murmur as the news spread.
What is alliteration ?
- Alliteration happens when words that start with the same sound are
used close together in a phrase or sentence. The sound is usually
a consonant and the words don’t have to always be right next to
one another.
- One of the fun features of alliteration is when it becomes a tongue
twister.
Example: She could feel her son’s sweet smell of success.
What is assonance ?
-Assonance takes place when two or more words close to one another
repeat the same vowel sound but start with different consonant
sounds.
- The silken tent.
Example:
2. Modeling
The teacher will give more sample of sound devices ( onomatopoeia ,
alliteration, assonance)
a. Which example /sentence imitates its sound ?
b. Which sentence start with the same sound are used close
together in a phrase or sentence?
E. Guided Practice
The teacher will present new sentences to analyze the sounds devices.
Arrange it on the table below.
1. The sheep went, “Baa.”
2. Silence your cellphone so that it does not beep during the movie.
3.We light fire on the mountain
F. Independent Practice
Group Activity
Analyzing the sound devices used in the sentences.
I lie down by the side of my bride.
Hear the lark and harkens to the barking of the dark fox gone to ground.
It's hot and it's monotonous.
The crumbling thunder of seas.
Try to light the fire.
The horse’s hooves clip-clopped on the cobblestones.
Those clucking chickens are driving me crazy!
If you’re going to cough, please cover your mouth.
The prisoner was terrified to hear the crack of the whip.
We roasted marshmallows over the crackling fire.
Group 1: List down the sentences sound devices ( onomatopoeia )
Group 2: List down the sentences sound devices ( alliteration )
Group 3: List down the sentences sound devices ( assonance )
G. Generalization
1. What is an onomatopoeia? Alliteration? assonance
2. Differentiate these sound devices.
H. Application
Teacher will show a picture to learners and the will construct a sentence
using of sound devices given.
IV. Evaluation
Directions: Read and analyze the sound devices used in the sentences
( onomatopoeia, alliteration, assonance ).
________________ 1. The early bird catches the worm.
________________ 2. The squeaky wheel gets the grease.
________________ 3. Go and mow the lawn.
________________ 4. She sells sea shells by the sea shore.
________________ 5. Quack, quack went the ducks as we threw them our stale bread.
________________ 6. The light of the fire is a sight.
________________ 7. It was lovely to wake up to the tweet of the birds outside my
bedroom window.
________________ 8. Go gather green leaves in the garden.
________________ 9. Go slow over the road.
________________ 10. Come and close your closet.
V. Assignment
Construct 3 sentences in each sound devices. ( onomatopoeia, alliteration,
assonance )
REFLECTION:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Prepared by:
CYNTHIA S, CUSTODIO
Grade V-Teacher
Noted:
HIPOLITO F. GOMEZ
School Principal I
LESSON PLAN IN ENGLISH V
DATE:___________________
I. Objectives
Use formal and informal English when appropriate to task and situation
II. Subject Matter
Topic: Formal and informal English when appropriate to task and situation
Materials: chart, pictures ,activity sheet,meta cards
Reference: EN5OL -Ie – 3.9
Internet
Focused Skill: Speaking
Value:
III. Procedure
A. Setting the Stage
Look at the picture . Try to analyse which of them are using the formal and informal English based
on the situation portrayed .
Hi Robert
Truly Yours,
When these conjunctions are used, another kind of sentence is built. This sentence is called a
complex sentence.
A. Modeling
Directions: Look at how the ideas below can be combined into complex sentences. Can you explain the
meaning of each combination ?
We wanted to go camping. We love the outdoors. We packed our supplies. We boarded the
bus. We sang. We would not feel bored and sleepy.
Group 1
Directions: Go around the classroom. Ask classmates to answer the questions or to complete the
statements below.Record every answer.
Group 2
Directions :Choose the most appropriate conjunction to connect the ideas in each sentence.
Group 3
Directions: Complete each into a complex sentence. Add another idea appropriate to the
given conjunction.
F. Closure
Use conjunctions like, because, so that, when, where, if, although, among others, to express clear
relationships.
A complex sentence is made up of two or more ideas combined using the said conjunctions.
IV. Evaluation
Directions: Combine the given ideas into a complex sentence. Use appropriate conjunctions like
because, if, although, unless, so that, before, after, when, were among others.
III. Procedure
A. Setting the Stage
Presenting some lines from several poems.
Slides Presentation
B.Explaining the students What to Do
Say :Here are some lines from several poems. Can you tell the meaning of the underlined words ?
What do the underlined words describe ?
Figurative Language describes things in new ways. This kind of Language goes beyond what words actually
mean. Poets often use figurative language meanings.
III. Modeling
Directions: Read the poem. The Night will never stay, by: Eleonor Farjeon
What do you call the underlined word?
How did the poet describe the moon?
Can moon really do what the poet’s suggest?
IV. Guided Practice: MEXICAN PALM By: Emilie F. johnson
My tree is like a duster reaching high.
Stretching forth to sweep the cloudy sky.
How the author describes the tree?
E. Independent Practice
Group Activity
Directions :Study the following lines from some poems. Identify the figurative language used. Tell the
meaning of the figurative words in everyday language.
Group 1: Group 3:
Where carts are blue
Slowly,silently now the moon
And barns are red,
Walks the night in her silver shoon
And the road unwinds
This way and that , she peers and sees
Like a twist of thread.
Silver fruits upon silver trees.
Group 2:
They seem like animal eyes in the dark
That are stealthily searching for prey;
And the road is afraid for it wriggles its tail
And hurriedly slithers away.
F. Closure
Figurative Language describes things in new
ways. This kind of Language goes beyond
what words actually mean. Poets often use
figurative language meanings.
IV. Evaluation
Directions: Study the lines from poem. Identify the figurative language used. Tell the meaning of the
figurative words in everyday language.
Butterfly, butterfly, light a summer air
Darting up, floating down, drifting everywhere
Are the fairies using you.
As an airplane for a fairy crew ?