Detailed Lesson Plan

in

English 9

Prepared by:

SYRAH MARIE S. DONES

Applicant

I. Objectives
 At the end of the lesson, the Grade 9 students must have:
 Identified the three types of rhymes
 Valued the importance of rhymes in literacy development
 Composed a 1 stanza poem with the use of the different types of rhymes

II. Content
Rhymes

III. Learning Resources

References:
 Poetry. (2015). Introduction to Literature. Retrieved 2022, from
https://btk.ppke.hu/uploads/articles/135505/file/introduction/poetry/eye_rhyme.html
 Donovan, M. (2021, February 7). Rhyming Poems: Types of Rhymes | Writing Forward.
Writing Forward | Creative Writing Tips and Ideas. Retrieved 2022, from
https://www.writingforward.com/poetry-writing/types-of-rhymes
 Poetry Foundation. (2022, May 16). Poems. Retrieved 2022, from
https://www.poetryfoundation.org/poems

Materials:
 Laptop
 PowerPoint Presentation
 Speaker

Teacher’s Activity Student’s Response

Introduction
A. Preliminary Activities
1. Greetings

“Good afternoon, class! How is your day so far?” “Good morning, Ma’am. We are good.”

“That’s great! Can I expect the active “Yes, Ma’am!”

participation of the whole class?”

2. Prayers
 “Before we begin our class, let us ask the (One Student will lead the Prayer)
guidance of our almighty God to enlighten our
minds for us to completely understand the lesson
this afternoon. Emma, could you please lead the
prayer?”

3. Classroom Management

“May I request for everyone to please align your (Students will align the chairs properly and check
chairs properly and pick up pieces of paper off if there are pieces of trash around their seat.)
the floor.”

4. Checking of Attendance

*Checks the attendance sheet while students are

fixing their seats*

“Very well, it seems that everyone is present.

We many now proceed to our lesson for the day.”

B. Motivation

“But before that, let us have a short game.

I will be dividing the class into three groups.
Each group must pick a team leader who “Yes, Ma’am!”
will be giving the answer in behalf of the
group. I will be giving the team leaders a
microphone for them to use in giving their
answer. The team leader must raise the
microphone if they want to answer. The first
one to raise the microphone gets to answer
first, understood?”

“Okay, so our game is “Guess the Song”, I

will flash the lyrics and play the song. Your
team leader must give the exact and “Yes, Ma’am. We’re ready!”
complete title of the song. Alright, Is
everyone ready”
(The teacher will flash the following song
lyrics on the slide)
(Team leader 1 raises the microphone)
1.

“The title of the song is “Don’t Start Now”,

Ma’am.”

“Very good, Next song is…”

(Team leader 3 raises the microphone)
2.

“The title of the song is “Dynamite”, Ma’am.”

“Great! Group 2, Try to get the next one.” (Team leader 2 raises the microphone)
3.

“The title of the song is “We don’t talk about

Bruno”, Ma’am.”

“Nice! So, each group has 1 point each now.

Okay, for our last song…”
(Team leader 2 raises the microphone)

4.

“The title of the song is “Let’s groove”, Ma’am.”

“Wow! Very Good. Group 2 won the

game.”
 “Okay, please settle down.”

“Did you enjoy the game?”

“Yes, Ma’am.”
“Okay, based on the game that we had, what
can you observe from the lyrics” “The lyrics have rhyming words, Ma’am”

“Excellent. There are rhyming words in the

lyrics, and that is what we are about to discuss for
today’s lesson.”

“But before that, I’ll present to you our learning

targets for today”

“Very well, what can you remember about

rhymes?” (A student raises his/her hand)
“Rhymes is a repetition of similar sounding
words.”
“Very good! That’s correct.”

(Teacher proceeds to give the definition of

rhymes)

“Now, there are actually different types of

rhymes. However, we will only be discussing
three types for today”

“First, we have is End Rhyme. Can someone (A student raises his/her hand)
please read the definition?” “An End Rhyme is the rhyming of the final words
of lines in a poem.”

“So, End Rhymes comes at the end of two

successive lines. End Rhymes can be seen on
poems that ends with words that sound the same.”

“Let us go back to the songs that I presented

earlier. Can you give me the end rhymes in the (A student raises his/her hand)
following lyrics?” “The words: tonight and alight, ma’am.”
“Very good, how about for this one?”
(Presents the next slide) (A student raises his/her hand)
“The words: crazy and maybe, ma’am.”

“Very good. Here’s a poem by John Keats.

Can someone please read the poem?” (A student raises his/her hand)
The student reads the poem:
(Teacher will give follow-up questions) Ode to a Nightingale
by John Keats

My heart aches, and a drowsy numbness pains

My sense, as though of hemlock I had drunk,
Or emptied some dull opiate to the drains
One minute past, and Lethe-wards had sunk:
“What are the end rhymes on the poem?”
“Pains, drunk, drains, and sunk, ma’am.”

“Excellent! Now, let’s move on to the next type

of rhyme.”

“Can someone please read the definition?” (A student raises his/her hand)
“An Internal Rhyme is the rhyming of two words
within the same line of poetry.”

“Yes, Internal Rhyme is a rhyme involving a

word in the middle of a line and another at the
end of the line or in the middle of the next.”

“Again, let us go back to the songs that I

presented earlier. Can you give me the internal “(A student raises his/her hand)
rhymes in the following lyrics?” “The words: lift and gift, ma’am.”

“Nice, how about for this one?”

(Presents the next slide) (A student raises his/her hand)
“The words: groove and move, ma’am.”

“Very good. Here’s a poem by Edgar Allan Poe.

Can someone please read the poem?” (A student raises his/her hand)

Annabel Lee
by Edgar Allan Poe

“What are the internal rhymes on the poem?”
“Perfect! Now, for the last type of rhyme…”
“Can someone please read the definition?”
“Alright, Eye Rhyme is also called a visual
rhyme or sight rhyme.”
“Here are examples, can you please read the
following words?”
“What can you observe from the two words?
“Excellent! Okay, can everybody please read the
following words?”
“Perfect! Now here are more examples. Can
someone please read and give the eye rhymes on
the following phrases.”
“Good, how about the next one?”
For the moon never beams, without bringing me
dreams
Of the beautiful Annabel Lee;
And the stars never rise, but I feel the 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
“Beams, dreams, rise, eyes, night-tide, side,
and bride, ma’am.”
(A student raises his/her hand)
“An Eye Rhyme is the rhyme on words that look
the same but which are actually pronounced
differently.”
(A student raises his/her hand)
“Cough and Bough, Ma’am”
“The words are almost the same in spelling but
has different pronunciations.”
“Cough, Through, Tough, Though, Bough,
Plough”
“Listen to the water flow,
From top I don’t see how”
(A student raises his/her hand)
“Flow and how, ma’am”
 “With practice and malice,
can splice the device”
“What are the eye rhymes in the following
example?” “Practice, malice, splice, and device”

“Alright, can someone read this excerpt in

Thomas Moore’s poem?” Tis the last rose of summer,
Left blooming alone;
All her lovely companions
Are faded and gone;
- The Last Rose of Summer, Thomas Moore
“What are the eye rhymes in the following
excerpt?”
(A student raises his/her hand)
“alone and gone, ma’am.”
“Very Good! Now I have here poem excerpts
from William Shakespeare’s Sonnets. Can
someone please read? (A student raises his/her hand)

“But since he died and poets better prove,

Theirs for their style I'll read, his for his love”
“What are the eye rhymes found in this sonnet - Sonnet XXXII, William Shakespeare
XXXII?”
(A student raises his/her hand)
“prove and love, ma’am.”

“Devouring Time, blunt thou the lion's paws,

And make the earth devour her own sweet brood;
“Excellent! How about for Sonnet XIX?” Pluck the keen teeth from the fierce tiger's jaws,
And burn the long-lived phoenix in her blood;”
- Sonnet XIX, William Shakespeare

“There is also another type of rhyme found in

Sonnet XIX. Can someone please give the words (A student raises his/her hand)
and the corresponding type of rhyme?” “brood and blood, ma’am.”

“How about paws and jaws?”

(A student raises his/her hand)
“The words: paws and jaws are examples of end
“Very good! It seems that everyone understood rhymes, ma’am.”
the lesson.”

C. Values Integration
“Now, I have a question for everyone. What do
you think is the importance of rhymes in our
literacy development?” (A student raises his/her hand)
“Rhymes is important in literacy development
because it helps in learning about how language
works.”
“Excellent. What else?”

“Rhymes can also help us expand our vocabulary

“Great! Rhymes is indeed important in Language since rhyming words are much easier to
Development. That is why in pre-school, Nursery memorize and remember.”
rhymes are given to children to help them learn
about word families such as “let, met, pet, wet,
and get. Rhyming also teaches children the sound
of language.”

D. Generalization

“To sum up our lesson for today, can you give me

the three types of rhymes?” (A student raises his/her hand)
“End Rhyme, Internal Rhyme, and Eye Rhyme,
“Fantastic! Do you have any clarifications Ma’am”
regarding the lesson?”
“None, Ma’am”
E. Evaluation

“Please get 1/2/ sheet of paper. Compose a 1-

stanza poem. Your poem must consist at least 2
types of rhyme.”

“Okay, Time’s Up. Please pass your papers

forward.”

F. Assignment
“As for your Assignment, please rewrite these
poems on your notebook. On a ½ sheet of paper,
Identify the End rhymes and Eye Rhymes from
the poems by underlining the word. Write the
type of rhyme beside the underlined word.”
 IV. Procedures
A. Introduction
5. The teacher will briefly greet the class.
6. The teacher will ask a volunteer from the class to lead the prayer.
7. The teacher will request for the students to clean their desks, align their chairs. and
pick up pieces of trash around their seat.
Motivation (The Singing Bee!)
1. The teacher will explain the instructions for the short game.
2. The teacher will divide the class into three groups.
3. The teacher will provide a mic for each group.
4. The students will pick a team leader.
5. The students will have to raise the mic to answer.
6. The teacher will play a song with the lyrics flashed on the slide.
7. The students must provide the missing word from the lyrics.
8. The teacher will reveal the correct answer after each slide.
9. The teacher will flash the lyrics from the songs played to ask follow-up questions.
10. The teacher will give probing questions to the students for them to have an idea
about the lesson to be discussed.

B. Interaction
Lesson Proper
1. The teacher will start the lesson by showing a list of proverbs and song lyrics.
2. The teacher will ask the students to point out the verbs or verb forms.
3. The teacher will give another set of follow-up questions for the students.
4. The teacher will proceed to the discussion of the topic which is “Parallel Structures”
5. The teacher will give examples of sentences with non-parallel structures.
6. The teacher will ask the students to point out the verb or verb forms
that make the sentences non-parallel.
7. The teacher will present sentences that are parallel in structure.
 8. The teacher will explain the rules in parallelism by showing examples.
9. The teacher will give a set of incomplete sentences for the students to fill in
to make the sentence parallel in structure.
10. The teacher will show the correct verb form for the sentences.

C. Integration
Values Integration
1. The teacher will ask the students:
“Have you heard of the saying of the saying “Walk the talk” or “Walk the walk”
2. The teacher will ask the students to ponder on the quote “Consistency is the key”
3. The teacher will ask the students to give their insights about the quote.
4. The teacher will ask the students if they can relate the quote to parallel structures.

Generalization
1. The teacher will ask the students to give a short summary of the lesson.
2. The teacher will ask the students:
“What are the key points in the lesson we discussed today?”
3. The teacher will ask a follow-up question,
“Why do we need to observe parallelism or parallel structures in writing?”

Evaluation
1. The teacher will ask the students to get ½ crosswise.
2. The teacher will give a 10-item quiz which will be divided in to two parts.
Test A will be composed of sentences that are parallel and
non-parallel in structure. The students will answer NP for non-parallel or P for Parallel.
For Test B, the students will be asked to construct two sentences that are parallel in structure.
3. The teacher will flash the items on the slide.
4. The students will have to write the answers only.
5. The teacher will collect the papers afterwards.
Assignment
1. On a 1/2 crosswise, the students will construct a short paragraph with at least 3 sentences
that are parallel in structure.