Republic of the Philippines

Department of Education
National Capital Region
Division of City Schools, Las Piñas

District of Las Piñas I

Las Piñas City
CAA ELEMENTARY SCHOOL- MAIN
Green Revolution St., BF International/CAA Las Piñas City

Daily Lesson Log

Teacher: Reyes, Lorra Quarter: 1
Teaching Date: Week No.:

English
6:00-7:00 VI-Maagap
Subject/s:
7:30-8:30 VI-Matipid
Time Schedule:
9:50-10:50 VI-Masinop
11:00-12:00 VI-Maalalahanin
I. OBJECTIVES
Analyze sound devices (onomatopoeia, alliteration, assonance,
A. Content Standards consonance) in a text heard.
Analyzing sound devices (onomatopoeia, alliteration, assonance,
B. Performance Standards consonance) in a text heard.
Analyze sound devices (onomatopoeia, alliteration, assonance,
C. Learning Competencies
consonance)
Code:
EN6LC-Ia2.3.1/ EN6LC-Ia2.3.2/ EN6LC-Ia2.3.3/ EN6LC-Ia2.3.9
II. CONTENT Sound Devices
Subject Matter (onomatopoeia, alliteration, assonance, consonance)
III. LEARNING RESOURCES
English Teachers Guide p.
1. Teacher’s Guide Pages
Budget of Work in English p.
2. Learner’s Material Pages -
3. Textbook Pages -
4. Additional Materials from Activity Sheet in English 6 – Quarter 1 – Day 1 and 2
Learning Resource Portal
A. Other Learning Charted visual aids, flash cards
Resources
IV. PROCEDURE
The teacher will read the following sentences:
(Note on the highlighted words/letters in each sentence)

a. Kaboom! The bite of dynamite cut deep inside the Earth!

A. Reviewing previous
lesson and/or Presenting
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson.
b. Peter Piper picked a pack of pickled pepper.
c. Alone, alone, all, all alone,
Alone on a wide, wide sea!
d. Water rushing, gushing, pushing past the limits of the edge.
Questions:
1. What have you noticed in each sentence?
2. Which word in the first sentence creates a sound which suggests
its meaning?
3. Are there emphasized sounds in second, third, and fourth
sentence?
4. Are there repeated sounds? Can you identify them?
5. What sound devices are used in each sentence?
Poems are pieces of writing written in separate lines that usually have
figurative language, repeated and irregular rhythm, rhyme. They convey
experiences, ideas, or emotions in a vivid and imaginative way.
Poems also have sound devices. Sound devices are tools used by poets
to convey and reinforce the meaning or experience of poetry through the
skilful use of sound.
Since poetry is basically rhythmical, it heavily relies on sound devices to
create a musical effect. The following are types of sound devices:
1. Onomatopoeia- this is a sound device which refers to the use of
words whose sounds suggests their meaning.
-the bang of a gun
-the hiss of a snake
-the buzz of a bee
 -the pop of a firecracker
2. Alliteration- this is the repetition of the same initial consonant sounds
of at least two words in a line if poetry.
-the frog frolicked frivolously on the forest floor
-Little skinny shoulder blades sticking through your clothes
-…struck out by a stead flying fearless and fleet
3. Assonance- this is the repetition of vowel sounds at the beginning,
middle, or end of at least two words in a line of poetry.
-Hear the mellow wedding bells.
4. Consonance- this is the repetition of consonant sounds at the middle
or end of at least two words in a line of poetry.
-He fumbles at your spirit
As players at the keys
Before they drop full music on;
He stuns you by degrees
Read, Analyze, Pick Out!
Read the short poem titled Running Water by Lee Emmett. Pick out
words from the poem that exemplify onomatopoeia, alliteration,
assonance, and consonance. Write your answers inside the boxes.

onomatopoeia

D. Discussing new concepts

and practicing new skills alliteration
#1

assonance

consonance

Fill Out the Table!

E. Discussing new concepts Listen as your teacher reads a poem. As you listen, take down the words
and practicing new skills from the poem that exemplify alliteration, assonance, and consonance.
#2
Title of the Poem: The Bells by Edgar Allan Poe
Color It Right!
Using your crayons, match each feature of the poem on the first
column to its meaning and example by using the same color used.

Feature of Poem Meaning Example

Words sound alike I greet everybody, take
because they share the a seat and eat
same middle or ending And prepare to meet
ALLITERATION
consonant sounds. them in a suite

Repetition of consonant All at once every body

sounds at the beginning shouted,
of the words in lines of The cow said “mooh”
ASSONANCE
F. Developing mastery: poetry. The snake said “hiss”
leads to formative The frog said “kokak”
assessment #3 And they were happy.
Repeated vowel Should Shylock come
sounds in a line or lines ashore rest assured,
of poetry. He would sure, shinely
CONSONANCE
in showing his short
shirt

Words that imitate the How it swells! How it

sound that they are dwells!
naming or sounds that On the future! How it
ONOMATOPOEIA
imitate another sound. tells
Of the rapture that
impels

G. Finding practical How do you think will sound devices help in writing beautiful poems?
application of concepts
and skills in daily living
H. Making generalizations What are the different sound devices? Differentiate them from one another
and abstractions about and give examples of each.
the lesson

I. Evaluating Learning
J. Additional activities for
application or remediation
V. Remarks
VI. REFLECTION
A. No. of learners earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson
D. No. of learner who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
Identify the sound device used in each sentence. Write onomatopoeia,
alliteration, assonance, or consonance on the blank before each number.
___1. A wicked whisper came and changed my life. Alliteration
___2. The house of my friend is hard to reach but when I arrived, I enjoy
the nearby beach. Assonance
___3. In my dream I was somewhere, and I saw the antler, cutler, butler.
Consonance
___4. “Woosh, woosh” of the howling wind can be heard in darkness.
Onomatopoeia
___5. Theophilus, Thistle, the successful thistle sifter, thrust three
thousand thistles through the thick of his thumb. Alliteration
Use sound devices to write a short poem.
(___) The lesson is carried out/finished.
(___) The lesson is carried out but not finished. (needs continuation for the next day)
(___) The lesson is not carried out due to ________________________
___ No. of Learners who earned 80% above
Section No. Of learners
Maagap
Matipid
Masinop
Maalalahanin
___ No.of Learners who require additional activities for remediation
Section No. Of learners
Maagap
Matipid
Masinop
Maalalahanin
___Yes ___No
Section YES NO
Maagap
Matipid
Masinop
Maalalahanin
____ No. of Learners who caught up the lesson
Section No. Of learners
Maagap
Matipid
Masinop
Maalalahanin
___ No. of Learners who continue to require remediation
Section No. Of learners
Maagap
Matipid
Masinop
Maalalahanin
___Metacognitve Development Examples: self-assessments, note-taking and
studying techniques, and vocabulary assignments
___Bridging: think-pair-share, quick-writes, and anticipatory charts
___Contextualization Examples: demonstrations, media, manipulatives,
repetition, and local opportunities
___Text Representation: student-created drawings, videos, and games
___Modeling: speaking slowly and clearly, modeling the language you want
students to use, and providing samples of students’ work
Other Techniques and Strategies Used:
___Explicit Teaching
___Group Collaboration
___Gamification/Learning Through Play
___Answering preliminary activities and exercises
___Carousel
___Diads
___Differentiated Instruction
___Role Playing/Drama
___Discovery Method
___Lecture Method
Why?
___Complete Instructional Materials
___Availability of Materials
___Pupils’ eagerness to learn
___Group members’ collaboration/cooperation in doing their tasks
___Audio Visual Presentation of the lesson
___Bullying among pupils
___Pupils’ behavior/attitude
___Colorful IMs
___Unavailable Technology Equipment (AVR/LCD)
___Computer Internet Laboratory
___Additional Clerical Works
 ___Contextualized/Localized/Indigenized IMs
G. What innovation or localized
___Localized videos
materials did I used or
___Making big books from views of the locality
discover which I wish to
___Recycling of plastics to be used as Instructional Materials
share with other teachers?
___Local poetical composition