DEPARTMENT OF EDUCATION

Region VII – Central Visayas

Division of Bohol
Carmen East District

DETAILED LESSON PLAN (DLP)

School LA PAZ ES Grade Level V

DLP No.
Teacher JANILO B. SARMIENTO Learning Area ENGLISH
____
Teaching Date and Time July 2, 2018 (11:05-11:55 am) Quarter 1st
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
I. OBJECTIVES content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance a n d j o y in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates…
• understanding of various linguistics nodes to comprehend various texts
• understanding of text types to listen for different purposes from a variety of texts
• understanding of text types in order to construct feedback
• understanding that printed words are made up of interconnected letters with
separate sounds that are blended together to form coherent pattern of sounds
A. Content Standards • understanding that words are composed of different parts to know that their
meaning changes depending in context
• understanding that English language is stress timed to support comprehension
• understanding that a change in stress entails a change of meaning to evaluate the
speaker’s/ author’s purpose and meaning
• understanding of non-verbal communication to communicate with others
• understanding of verbal and non-verbal elements of communication to respond back
The learner…
• analyzes text types to effectively understand information/ message(s)
• uses linguistic cues to effectively construct meaning from a variety of texts for a
variety of purposes
• uses literary and informational texts heard to construct an appropriate feedback
• uses knowledge of phonics (analytic and synthetic) to effectively decode grade-
appropriate words
B. Performance Standards • uses strategies to decode correctly the meaning of words in isolation and in context
• reads with sufficient accuracy and fluency to support comprehension
• uses knowledge of stress and intonation of speech to appropriately evaluate the
speaker’s intention, purpose and meaning
• applies knowledge of non-verbal skills to respectfully give the speaker undivided
attention and acknowledge the message
• uses paralanguage and non-verbal cues to respond appropriately
• uses a variety of strategies to provide appropriate feedback
EN5LC-Ie-2.11.1/2.11.2/2.11.3
Analyze sound devices (onomatopoeia, alliteration, assonance)

EN5V-Ie-12 & 13
Infer meaning of unfamiliar words (blended) based on given context clues (synonyms,
antonyms, word parts) and other strategies
C. Learning Competencies /
Objectives
(Write the LC code for EN5F-Ie-1.8.1.2
each) Read with automaticity grade level frequently occurring content area words (Math)

EN5A-Ie-16
Observe politeness at all times

EN5A-Ie-17
Show tactfulness when communicating with others
D. Key Concept/ Poems are literary pieces of writing written in lines. They are meant to be listened to
Understanding to be
Developed
like music. They usually have sound devices and figurative language that add beauty
and artistry in it.
Writers use sound devices to emphasize the words through the skillful use of
sounds within the lines in poems. Common types of sound devices are
onomatopoeia, alliteration, and assonance.
Sometimes called portmanteau words (French word for suitcase), blended words
consist of two words whose parts are “folded” into one forming a new word with
another meaning.
Analyze sound devices (onomatopoeia, alliteration, assonance);
a) Knowledge Infer meaning of unfamiliar words (blended) based on given context clues (synonyms,
antonyms, word parts) and other strategies
b) Skills Read with automaticity grade level frequently occurring content area words (Math)
c) Attitude Observe politeness at all times
d) Values Show tactfulness when communicating with others
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
II. CONTENT Sound Devices: Onomatopoeia, Alliteration, Assonance
Portmanteau or Blended Words
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
learning.Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-onl
RESOURCES earning promotes concept development.
A. References
1. Teacher’s Guide pages Curriculum Guide p. 104 of 247, Joy in Learning English 5 Teacher’s Manual p. 39-40
Joy in Learning English 5 pp. 63-64; Essential English 5 pp. 42-43; Essential English 6 pp.
2. Learner’s Materials pages
2-5
3. Textbook pages
4. Additional Materials from Activity Sheet in English 6
Learning Resource (LR)
portal (Quarter 1: Week 1)
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always
be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
IV. PROCEDURES learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
We are fond of listening to the emphasized sounds in literary pieces of writing. Poets
use sound devices. Are you wondering on those different sound devices?
This lesson has exercises for you to do to enhance your skill using your sound devices.
There are several forms of sound devices that add beauty to the literary pieces of
writing.
However, this activity sheet will focus only on the basic forms of sound devices such as
onomatopoeia, alliteration, and assonance.

Also, before we start our lesson and engage in many activities, I would like to remind
you to please observe politeness at all times and show tactfulness when
communicating with your teacher and classmates.

Task 1: Before we proceed with modals, let’s practice reading Mathematics related
words.
A. Reviewing previous lesson Angle equivalent parallel composite formula prime
or presenting the new Decimal point hundreths tenths degrees improper fraction
lesson
Thousanths equation multiples volume

How many words were you able to read correctly?

Be sure to practice reading the words if you got four smileys and below.

Recall: What are the elements of literary texts? Describe each.

(Title, author, characters, setting, plot – beginning, middle, ending, conflict, and theme)
B. Establishing a purpose for Listen as your teacher reads the following sentences. Note on the following
the lesson
highlighted letters or words in each number.
1. Kaboom! The bite of dynamite cut deep inside the earth!
(excerpt from “Kaboom!” by Denise Rodgers)
2. Peter Piper picked a pack of pickled pepper.
3. Alone, alone, all, all alone,
Alone on a wide wide sea!
(excerpt from “The Rime of Ancient Mariner” by Samuel Taylor Coleridge)

What have you noticed in each sentence?

Which word in the first sentence creates a sound which suggests its meaning?
Are there emphasized sounds in second, and third sentence?
Are there repeated sounds? Can you identify them?
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 skillful use of sound. After
all, poets are trying to use a concentrated blend of sound and imagery to create an
emotional response. In poetry, the words and their order should evoke images, and the
words themselves have sounds, which can emphasize or otherwise clarify those
images.
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
C. Presenting examples/ whose sounds suggest their meanings.
instances of the new lesson Examples:
The bang of a gun The buzz of a bee
The hiss of a snake 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 of poetry.
Example: the frog frolicked frivolously on the forest floor.
Little skinny shoulder blades sticking through your clothes
…struck out by a steed 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.
Example: Hear the mellow wedding bells (excerpt from by Edgar Allan Poe)
Task 2. Fill Out the Table!
Listen as your teacher reads a poem. As you listen, take down the words from the
poem that exemplify the following sound devices: ONOMATOPOEIA, ALLITERATION,
and ASSONANCE. Write your answers in each column.

THE BELLS
By Edgar Allan Poe
Hear the sledges with the bells—
Silver bells!
What a world of merriment their melody foretells!
How they tinkle, tinkle, tinkle,
In the icy air of night!
While the stars that oversprinkle
D. Discussing new concepts
and practicing new skills #1 All the heavens, seem to twinkle
With a crystalline delight;
Keeping time, time, time,
In a sort of Runic rhyme,
To the tintinabulation that so musically wells
From the bells, bells, bells, bells,
Bells, bells, bells—
From the jingling and the tinkling of the bells.

The Bells by edgar Allan Poe

ONOMATOPOEIA ALLITERATION ASSONANCE

E. Discussing new concepts Task 3: Some words are made up of small words blended as one. These words are
and practicing new skills #2
called blends or portmanteau. Here is a list of common blended words that you often
hear. Listen and repeat after your teacher.
Smog humongous emotion o’clock pang swipe

You can get the meaning of these words by knowing the words that comprise them.
Try to tell which words are formed with these combinations. Give the meaning of the
word.
1. smoke + fog ____________ 2. Sweep + wipe _______________
3. emotion + icon____________ 4. Of + clock__________________
5. pain + sting______________ 6. Huge + monstrous___________

Study another set of portmanteau or blended words and their meanings.

(LM p. 63 – Inferring the Meaning of Unfamiliar Blended Words)
Task 4: With a partner, highlight the words that show any of the sound devices in these
lines.

Down fell her teardrops a pit-apat-pat, and

Red as a rose she grew;--
F. Developing mastery “Kah! Kah!” said the dwarf, “Is it crying you’re at?
(Leads to Formative Assessment 3)
It’s the very worst thing you could do, do,
Its the very worst thing you could do.”
From “The Dwarf” by Walter de la Mare

Task 5: Answer “Exercises A” on page 63-64 in your LM.

G. Finding practical Look at your surrounding, can you give examples of sound devices? How about
applications of concepts
and skills in daily living blended words?
A. Poems are literary pieces of writing written in lines. They are meant to be listened to
like music. They usually have sound devices and figurative language that add beauty
and artistry in it.
Writers use sound devices to emphasize the words through the skillful use of
H. Making generalizations and sounds within the lines in poems. Common types of sound devices are
abstractions about the
lesson onomatopoeia, alliteration, and assonance.

B. Sometimes called portmanteau words (French word for suitcase), blended words
consist of two words whose parts are “folded” into one forming a new word with
another meaning.
Task 6: Read the following short poem titled “Running Water” by Lee Emmett. Pick out
words from the poem that exemplify onomatopoeia, alliteration, and assonance. Write
your answers inside the boxes.

water plops into pond

splish-splash downhill
warbling magpies in tree
trilling, melodic thrill
whoosh, passing breeze
flags flutter and flap
frog croaks, bird whistles
babbling bubbles from tap
I. Evaluating learning

Onomatopoeia
Alliteration
Assonance

Task 7: Answer “Exercise B” on page 64 in your LM.

J. Additional activities for
application or remediation

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.
A. No.of learners who earned 80% on the
formative assessment
___ of Learners who earned 80% above
B. No.of learners who require additional
activities for remediation
___ of Learners who require additional activities for remediation
C. Did the remedial lessons work? No. of ___Yes ___No
learners who have caught up with the lesson ___ of Learners who caught up the lesson
D. No. of learners who continue to require
remediation
___ 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 materials did

I use/discover which I wish to share with other
teachers?

Prepared by: Checked by:

JANILO B. SARMIENTO, LPT MARCELITA V. VALENTOS

Teacher I Head Teacher III