Daily Lesson Log
Grade Level: Grade 4
Subject: English
Topic: Figures of Speech: Alliteration, Onomatopoeia, and Assonance
Date: __________________
I. Objectives
At the end of the lesson, learners will be able to:
1. Define and identify alliteration, onomatopoeia, and assonance in sentences and
poems.
2. Appreciate the use of these figures of speech in creative writing.
3. Create sentences or short poems using these figures of speech.
II. Content
Figures of Speech: Alliteration, Onomatopoeia, and Assonance
III. Learning Resources
Teacher's Reference: Lesson Exemplar, Grade 4
Visual Aids: Illustrated examples of alliteration, onomatopoeia, and assonance
Multimedia: Video clips of poems and sound effects
IV. Procedure
A. Activating Prior Knowledge
1. Begin by asking the learners to describe sounds they hear in their environment,
such as birds chirping, a bell ringing, or raindrops falling. Write their responses
on the board.
2. Ask: “Have you ever read words or poems that sound like the things they
describe? Can you give examples?”
3. Briefly review familiar examples of rhymes and word patterns they’ve
encountered in past lessons.
Key Question: “How do authors make their writing sound interesting and fun?”
B. Establishing Lesson Purpose
1. Explain that today, learners will explore three special ways authors use words to
create interesting sounds and effects: alliteration, onomatopoeia, and
assonance.
2. Write the objective on the board: “We will learn how to identify and use these
figures of speech to make writing more creative and engaging.”
C. Developing and Deepening Understanding
1. Introduce Definitions and Examples:
o Alliteration: Repetition of the same starting sounds (e.g., Sally sells
seashells by the seashore).
o Onomatopoeia: Words that imitate sounds (e.g., buzz, clang, splash).
o Assonance: Repetition of vowel sounds within words (e.g., The rain in
Spain stays mainly in the plain).
2. Story Reading (The Whispering Woods
Comprehension Check:
o Who were the main characters in the story?
o What is the significance of the Whispering Woods in the story?
o Why were the characters afraid to enter the woods initially?
o What did the characters discover when they ventured into the woods?
o How did the story end?
o Do you think the characters were brave to enter the Whispering Woods? Why or why not?
o What lesson or moral do you think the story teaches?
o How do the descriptions of the woods (e.g., sounds, sights) help set the mood of the story?
o If you were in the characters' situation, would you have entered the woods? Why or why not?
Read the following sentences.
1. On a sun-drenched summer Sunday, Sarah strolled into the whispering
woods.
2. The soft swish of leaves above her head was like a soothing song.
3. the water whirled and whooshed over the smooth stones.
4. Suddenly, a sharp snap echoed through the forest.
5. "Crack!" went a branch, startling a squirrel that scampered swiftly up a
tree.
6. where the dusky darkness danced with flickering beams of light.
3. Interactive Activity:
o Show short poems or sentences with examples of alliteration,
onomatopoeia, and assonance. Ask students to identify each figure of
speech in the examples.
o Example Poem:
Bright blue butterflies bravely bounce (Alliteration)
The bees buzzed by the blooming bushes (Onomatopoeia and
Alliteration)
In the deep sea, we see the leaves flee (Assonance).
4. Group Work: Divide learners into groups and assign each group one figure of
speech. Provide a short text and ask them to highlight examples. Groups will
present their findings.
D. Making Generalizations
1. Ask the class to summarize the lesson:
o “What is alliteration? Can you give an example?”
o “What is onomatopoeia? Can you think of a sound word?”
o “What is assonance? How does it make writing sound?”
2. Write a generalization on the board: Figures of speech like alliteration,
onomatopoeia, and assonance make language lively and engaging by
playing with sounds.
E. Evaluating Learning
1. Individual Activity: Provide a worksheet with sentences and short poems.
Students will:
o Underline examples of alliteration.
o Circle onomatopoeia.
o Highlight assonance.
2. Creative Writing: Ask students to write two sentences or a short four-line
poem using all three figures of speech. Example:
o The whistling wind whipped wildly through the woods, while the owls
hooted and whooped.
3. Peer sharing: Students share their work with a partner and provide feedback.
V. Assignment
Write a short poem (4-6 lines) using alliteration, onomatopoeia, and assonance.
Illustrate your poem with drawings to show creativity.
VI. Reflection
Reflect on the lesson:
1. Were learners able to understand and identify the figures of speech?
2. Did the activities help them apply what they learned in their writing?
3. What adjustments can be made to improve engagement in future lessons?
DAILY LESSON LOG
Grade Level: 4
Subject: English
Topic: Similes
Date: ___________
Time: ___________
I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. Define and identify similes.
2. Construct sentences using similes.
3. Appreciate the use of similes in creative writing.
II. CONTENT
Topic: Similes
Definition: A simile is a figure of speech comparing two unlike things using "like" or "as."
Examples:
Her smile is as bright as the sun.
He runs like the wind.
III. LEARNING RESOURCES
Materials:
Chart or PowerPoint with examples of similes
Worksheet on identifying and constructing similes
Excerpt from a story or poem containing similes
IV. PROCEDURE
A. ACTIVATING PRIOR KNOWLEDGE (10 minutes)
1. Activity: Word Association
o Write the words "bright," "strong," and "soft" on the board. Ask students to think of objects
or things they can compare to these words (e.g., bright - sun, soft - cotton).
2. Discussion Question:
o "What do these comparisons remind you of? Have you ever heard phrases like 'as soft as
cotton' or 'as bright as the sun'?"
3. Transition to the lesson by saying, "Today, we will learn about similes, which help us create vivid
comparisons in our sentences."
B. ESTABLISHING LESSON PURPOSE (5 minutes)
1. Explain the importance of similes:
o "Similes make our writing more interesting and imaginative. They help us describe things
vividly, making it easier for others to understand or feel what we mean."
2. Share the lesson objectives with the class.
C. DEVELOPING AND DEEPENING UNDERSTANDING (20 minutes)
1. Define Similes:
o Explain that similes use "like" or "as" to compare two things.
2. Provide Examples:
o Share examples on the board:
"Her voice is as sweet as honey."
"He swims like a fish."
3. Guided Practice:
o Display sentences and ask students to identify which ones are similes. For example:
"The car is as fast as a cheetah." (Simile)
"The cake is delicious." (Not a simile)
4. Group Activity:
o Provide a short paragraph with missing phrases. Ask groups to complete the sentences using
similes, e.g.,
"The clouds are as ______ as ______."
D. MAKING GENERALIZATIONS (5 minutes)
1. Ask students:
o "What are similes, and how do we identify them?"
o "Why do you think similes are useful in writing?"
2. Conclude:
o "Similes compare two things using 'like' or 'as,' making descriptions more vivid and
engaging."
E. EVALUATING LEARNING (10 minutes)
1. Individual Activity:
o Provide a worksheet where students will:
Identify similes from a list of sentences.
Write two original similes.
2. Sharing:
o Ask volunteers to share their original similes with the class.
V. ASSIGNMENT
Write a short paragraph about your favorite season or place using at least three similes.
