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    DLP 1

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    Khiim Perez Laurel
    The detailed lesson plan analyzes the sound device of onomatopoeia in poetry. It has 6 objectives that include identifying and recalling onomatopoeia. Students will analyze Edgar Allan Poe's poem "The Bells" in groups and identify repeated words that imitate sounds. Examples of onomatopoeia like sizzle, pop, and roar are introduced. Students then identify onomatopoeia in sentences and match sounds to objects in a short assessment. The lesson aims to develop an understanding of onomatopoeia and its role in poetry.

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    DLP 1

    Uploaded by

    Khiim Perez Laurel
    798 views4 pages
    The detailed lesson plan analyzes the sound device of onomatopoeia in poetry. It has 6 objectives that include identifying and recalling onomatopoeia. Students will analyze Edgar Allan Poe's poem "The Bells" in groups and identify repeated words that imitate sounds. Examples of onomatopoeia like sizzle, pop, and roar are introduced. Students then identify onomatopoeia in sentences and match sounds to objects in a short assessment. The lesson aims to develop an understanding of onomatopoeia and its role in poetry.

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    The detailed lesson plan analyzes the sound device of onomatopoeia in poetry. It has 6 objectives that include identifying and recalling onomatopoeia. Students will analyze Edgar Allan Poe's poem "The Bells" in groups and identify repeated words that imitate sounds. Examples of onomatopoeia like sizzle, pop, and roar are introduced. Students then identify onomatopoeia in sentences and match sounds to objects in a short assessment. The lesson aims to develop an understanding of onomatopoeia and its role in poetry.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    798 views4 pages

    DLP 1

    Uploaded by

    Khiim Perez Laurel
    The detailed lesson plan analyzes the sound device of onomatopoeia in poetry. It has 6 objectives that include identifying and recalling onomatopoeia. Students will analyze Edgar Allan Poe's poem "The Bells" in groups and identify repeated words that imitate sounds. Examples of onomatopoeia like sizzle, pop, and roar are introduced. Students then identify onomatopoeia in sentences and match sounds to objects in a short assessment. The lesson aims to develop an understanding of onomatopoeia and its role in poetry.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    DETAILED LESSON PLAN IN ENGLISH 6

    DLP No: 1 Learning Area: English Grade Level: 6 Quarter:1 Duration: 50 Mins.
    Learning
    Competency/ie Analyze sound devices (onomatopoeia) Code: EN6LC-Ia-
    s 2.3.1
    EN6RC-Ia-2.3.1
    Key Concepts/
    Understanding
    s Creating words that imitate natural sounds is called onomatopoeia.
    to be
    Developed
    1.Objectives
    Knowledge Identify the sound device (onomatopeia)used in poetry.
    Skills Recall the sound device used in poetry.
    Attitudes Observe politeness at all times
    Values Show concern for others.
    2.Content/Topi Analyzing sound devices (onomatopoeia)
    c
    3. Learning
    English for All Times 6 1999 pp. 144-146; English for You and Me 6 (Reading) 2011 pp.51-52; chart; :
    Resources/Ma
    https://www.youtube.com/watch?v=OpTV5i9CKuw
    Trials/equip
    Ment
    4. Procedure
    4.1 What makes poems nice to listen to is the poet's use of sound devices. What are these sound devices?
    Introductory (onomatopeia, alliteration and assonance)
    Activity
    (5mins)
    4.2 Activity Group Activity: Let the pupils read the poem "The Bells" by Edgar Allan Poe by groups and allow them to
    (10mins) correct their reading if needed.

    Unlocking of difficulties: sledge - strong heavy sled


    tintinnabulation - the sound of ringing bells

    The Bells

    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
    All the heavens seem to twinkle
    With a crystalline delight;
    Keeping time, time , time
    In a sort of Runic rhyme,
    To the tintinnabulation that so musically wells
    From the bells, bells, bells, bells
    Bells, bells, bells
    From the jingling and the tinkling of the bells.

    What words are repeated in the poem? What do you call these words? (onomatopoeia)
    4.3 Analysis Introduce onomatopoeia to the class. Onomatopoeia is the use of a word whose sound
    (10mins) suggests its meaning.

    Sample:
    The bacon sizzled in the frying pan.
    The crashing thunder woke me from my sleep.

    Other examples are quack, pop, tick, roar, bark, snap, chatter, swish, crack, bang, screech,
    sizzle, click, chirp, buzz.
    4.4 Abstraction Creating words that imitate natural sounds is called onomatopoeia.
    (5mins)
    Audio/Video Link: https://www.youtube.com/watch?v=OpTV5i9CKuw
    4.5 Application Identify the onomatopoeia in each sentence by underlining the words that imitate sounds. There may be
    (10mins) more than one example in each sentence.

    1. The dead leaves on the ground rustled in the cool, crisp fall wind.
    2. Marie just giggled at my joke, but Mark snorted milk through his nose.
    3. The snake slithered across the grass and did not make a splash when it slid into the water.
    4. I felt like the entire cafeteria stopped and looked at me when my lunch tray clattered to the floor.
    5. Alyssa muttered under her breath and snapped her notebook shut to hide the bad grade on the test.
    5. Assessment Match the objects in column A with their sounds in column B. Write the letters of the correct answers on
    (5mins) the blank.

    A B

    ____________1. Clock a. weeee- weeee!


    ____________2. Computer b. whir-whir
    ____________3. Electric fan c. whoosh
    ____________4. Ambulance d. brrr-oom!—broom!
    ____________5. Carriage drawn by horse e. takatak-takatak!
    ____________6. Ship f. tsug! tsug! tsug!
    ____________7. A knock on the door g. tok! tok! tok!
    ____________8. Rubber shoes h. toot! toot! toot!
    ____________9. Motorcycle i. tik-tak-tik-tak
    ____________10. Train j. tigidig-tigidig!
    6. Assignment
    (5 mins)

    7. Concluding “Sound gives life to our words just as well as the images they conjure up and the sound is there, whether
    Activity or not we read them aloud.”
    - A.A. Patawaran, Write Here Write Now: Standig at Attendtion Before My Imaginary Style Dictator

    Prepared by:

    Name:MARY JUNE G. BEDUYA School:SeveroDuterte Memorial Elem. School


    Position/Designation: Teacher III Division:Danao City
    Contact Number:09226083251 Email address:[email protected]

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