Republic of the Philippines

Department of Education
Region IV (A) – CALABARZON
Division of Batangas City
BATANGAS NATIONAL HIGH SCHOOL
Batangas City

LEARNING PLAN IN ENGLISH 9

January 28-29, 2019

I. LEARNING OBJECTIVES
 Point out the musical devices (alliteration, rhyme, consonance)

II. SUBJECT MATTER

Topic: Musical Devices (Alliteration, Rhyme, Consonance)
Domain of Literacy: Literature
References:English Expressway, page 180
Materials:power point, visual aids

III. PROCEDURE
A. Reviewing previous lesson/s or presenting the new lesson
MOTIVATION
 The teacher will show pictures to the students. Then, students will be asked with the
place they can remember upon seeing the photo. Students, then, will be asked to tell
something that they felt or what they think they will feel when they are in a place like
that.

B. Establishing purpose for the lesson

Pre-reading
 The teacher will discuss Elizabeth Barrett Browning’s background.

ELIZABETH BARRETT BROWNING

Elizabeth Barrett Browning is generally considered one of the great English
poets. Her works address a wide range of issues and ideas; she was learned and
thoughtful, influencing even her future husband, the six-year younger poet Robert
Browning, who knew well her work. An avid supporter of Italian Independence, she
 opposed slavery in her books. Among Browning’s best known lyrics is “Sonnet from the
Portuguese.”

 The teacher will define the unfamiliar words that students will encounter when
reading the poem.

UNLOCKING DIFFICULTIES
 Fretted—to be worried
 Lowing—farm animals’ sounds (moo)
 Herds—group of farm animals
 Cast away—to throw away; to remove
 Clover—a plant usually with three leaves; often symbolizes luck
 New-mown hay—newly harvested hays
 poppies—a herbaceous plant with showy flowers, milky sap and rounded seed
capsules
 Ill thoughts—bad things that someone is thinking

C. Presenting examples/instances of the new lesson

While Reading
 The students will be presented with the poem “Out in the Fields with God.”
 Remind the students about the thing to do when reading (seat properly, read
silently)
 The teacher will read the poem first. For the second reading, the whole class will
be reading the poem. For the third reading, group 1 will read the first four lines,
group the following four lines, group 3 the next four lines and group 4 for the last
four lines.

“Out in the Fields with God”

Elizabeth Barrett Browning

The little cares that fretted me,

I lost them yesterday
Among the fields above the sea,
Among the winds at play,
Among the lowing of the herd,
The rustling of the trees,
Among the singing of the birds,
The humming of the bees.

The foolish fears of what might happen,

I cast them all away
Among the clover-scented grass,
Among the new-mown hay,
Among the hushing of the corn,
Where drowsy poppies nod,
Where ill thoughts die and good are born —
Out in the fields with God.

D. Discussing new concepts and practicing new skills #1

Post-reading: Comprehension Check

 After reading the poem, the teacher will ask the students with the following
questions.
1. What is the poem all about?
 2. What could be the little cares that fretted the speaker?
3. What does the line “I lost them yesterday” mean?
4. Why did the poet find peace in the fields?
5. Have you experienced finding peace in nature when you have a
problem
6. Can you think of other ways of easing one’s burden/ problem?
7. What is the message of the poem?

E. Discussing new concepts and practicing new skills #2

 Students will be tasked to be an orchestra. To produce music, they have to sing
a phrase while moving their specific body parts. The teacher will demonstrate the
actions and its corresponding sounds, one by one, which students have to do as
well. After completing the harmony, students will perform the musical
performance twice—first, in normal pattern, and second, in reverse pattern.

Body Parts Actions/Sounds

Head Bounce head up and down/ boing boing
Nose put finger onto nose/ honk honk
 Ear pull the ear lobe/ding dong
 Hands clap hands/ clap clap
 Knees Tap knees/ tap tap
 Feet Stamp feet/ stamp stamp


 Ask: “How do you find the activity? What have you observed with the words that
you are singing while doing the activity?”
 Say: “The repetition of sounds in our activity is a type of what we call MUSICAL
DEVICE”
 The teacher will discuss the musical devices (alliteration, rhyme and
consonance)

MUSICAL DEVICES
 Alliteration-is a literary device that repeats a speech sound in a
sequence of words that are close to each other. Alliteration typically uses
consonant sounds at the beginning of a word to give stress to its syllable.
This technique plays a crucial role in poetry by lending a strong rhythm
and musical structure to any verse.
 Consonance- is a pleasing sounding caused by the repetition of
consonant sounds within sentences, phrases, or in poems. Typically this
repetition occurs at the end of the words, but may also be found within a
word or at the beginning.
 Rhyme- is the aural repetition of the sounds.
o There are three types of rhyme: internal, end and slant rhyme.
o Internal rhyme, if the rhyme occurs within a line
o End rhyme if the rhyming occurs between two lies, usually at the
end.
o Slant rhyme, if the rhyming words is not really a rhyme but sounds
the same.
F. Developing mastery
• Each group will be given a table of musical devices. Students will be listing down
all the alliterations, consonance, and rhymes that occurs in the poem previously read.

Alliteration Consonance Rhyme

G. Finding practical applications of concepts and skills in daily living

 With you as a person, what do you think is the importance of being able to
distinguish different musical devices?
H. Making generalizations and abstractions about the lesson
 The teacher will read (a) line/s from a poem wherein a musical device is used.
The students will tell what is/are the musical instrument/s used within that line/s.
I. Evaluating learning
Directions: Point out the musical device used in each number.

_________1. I think I like the pink kite

_________2. Fate hired me once to play a villain’s part,

I did it badly, wasting valued blood
Now when the call is given to the good
It is that knave who answers to my heart

_________3. Whose woods these are I think I know.

_________4. That whisper takes the voice

_________5. Through three cheese trees, three free fleas flew

His house is in the village though;
He’s will not see me stopping here
To watch his woods fill up with snow.

_________6.the lint was sent with a tent

_________7. Bought a bit of better butter

_________8.Shall I compare thee to a summer’s day,

Thou art more lovely and temperate:
Rough winds do shake the darling buds of May
And summer’s lease hath all too short a date

_________9. Peter Piper picked a peck of pickled peppers.

_________10.increasing store with loss and loss with store

_________11. You could paddle through the spittle in the bottle.

 _________12. The grass grew green in the graveyard.

_________13. He saw the cost and hauled off.

_________14. I left my punch card on the lunch yard.

I drove a race car to the space bar.
We saw a butter fly flutter by.
_________15. There was a crow sat on a stone.

Prepared by: Checked by:

Ar-Jay D. Cabasisi MARIEL KRISSA P. DELEN

Practice Teacher Cooperating Teacher