COT-lesson Plan - 19-20

VV DAILY School Cahagnaan National High School Grade Level 11
LESSON PLAN
I. OBJECTIVES Teacher Jenive Ryl G. Garzon Learning Area Creative Writing
Date and Time February 22, 2019 - 3:00 - 4:00pm Quarter 2nd Semester – 4th Quarter
A. Content Standards The learners have an understanding of…imagery, diction, figures of speech,
and variations on language.
B. Performance Standards The learners shall be able to…a craft essay on the personal creative process
deploying a consciously selected orientation of creative writing.
C. Learning Competencies/Objectives Identify the various elements, techniques, and literary devices in poetry
HUMSS_CW/MP11/12c-f-6
Specific Objectives:
Identify various sound devices in poetry
Describe how rhythm , rhyme, repetition use in the poem
Determine if the poem has a rhyme scheme and note the number of lines
and syllables
Create a poem with alliteration, onomatopoeia, and refrain
II. CONTENT Sound Devices of Poetry
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from activity sheets, word puzzle, hand-outs (indicator 8)
Learning Resource (LR) portal
B. Other Learning Resources Power point presentation/ LCD Projector, Visual Aids (indicator 8)
IV. PROCEDURES
A. Reviewing previous lesson or The teacher conducts a short review about previous lesson by asking
presenting the new lesson them to recall what they have learned
Teacher presents words and ask them about their knowledge of those words
base on their English & Literature subjects learnings (indicator 1, 3)
B. Establishing a purpose for the lesson Teacher presents the skill for today’s lesson. Let the students read the skills.
(indicator 2)
Remind them to sit properly and get ready for our lesson and avoid
chatting with your seatmates (indicator 5)
C. Presenting examples/instances of The teacher conducts initial activity (word puzzle - Individual Activity) to
the new lesson elicit learner’s knowledge on sound devices. (Teacher provides activity
sheets for word puzzle). (indicator 8)
Let them read the directions in answering the activity. (indicator 2)
Give them enough time to answer. (indicator 4)
Ask some learners to present their output.
D. Discussing new concepts and 1. Teacher gives introduction about the topic through the use of power
practicing new skills #1 point presentation( with integration on the field of science about human
brain ) (indicator 1)
2. Conduct a Jigsaw Discussion - (indicator 6) (Groupings and leaders were
identified already prior to class discussion) Set house rules/group activity
rules (indicator 5)
3. Assign each leader a particular sound devices to be discussed (teacher
Indicator 7 provides hand-outs) first to their original group and then after every 5
minutes each leader will rotate and discuss their assigned topics to other
two groups. Leaders extend the discussion by inviting comments from their
classmates during discussion and challenge one another’s thinking by
sharing ideas while the group discussion is going on. (indicator 3)
Teacher assigns a designated area and provide an ample time for learners
to fully engaged in the activity. (indicator 4)
Group 1 - Rhythm, Rhyme
Group 2 - Repetition, Alliteration
Group 3 - Onomatopoeia, Refrain
E. Discussing new concepts and Small Group Discussion
practicing new skills #2
F. Developing mastery 1. Conduct group activity (Differentiated Instruction) (indicator 6)
2. Teacher assigns a designated area for each group to work on and
provide an ample time for learners to fully engaged in the activity (indicator
4)
2. Teacher provides 3 different poems for each group (indicator 8) and
rubric
3. Set house rules/group activity rules (indicator 5)
4. Teacher instructs learners to read first their task (indicator 2)
Group 1 - Identify sound devices and describe how rhythm , rhyme,

repetition use in the poem (indicator 3)
Parts of a Plant - Science
(sung to the tune of “The Wheels on the Bus”)
The roots on a plant grow underground,

Underground, underground,
The roots on a plant grow underground
Roots are part of a plant.
The stems on a plant hold up the leaves,

Up the leaves, up the leaves,
The stems on a plant hold up the leaves
Stems are part of a plant.
The leaves on a plant are making food,

Making food, making food,
The leaves on a plant are making food,
Leaves are part of a plant.
The flowers on a plant are growing seeds,

Growing seeds, growing seeds,
The flowers on a plant are growing seeds,
Flowers are part of a plant.
Group 2 - Determine if the poem has a rhyme scheme and note the
number of lines and syllables (indicator 2, 3)
Mathematics
Mathematics is full of fun

With so much to learn
Profits are added
Indicator 7 While losses are subtracted
Degrees are multiplied
And percentage is divided
Geometry is full of mystery
Algebra has a big history
Integers as different as brothers
Lines are parallel
Angles are similar
Maths is necessary in life
Without it, it is difficult to survive.
Group 3 - Create a poem with alliteration, onomatopoeia, and refrain

based on the given example (indicator 3)
Water - Science
Sinks clog
Water streams mud in a bog
Waves crash rain falls
Pitter pitter pat pat
Against the dripping wall
Ice melts and drizzles down
The frosty tree trunk without a sound
Seas surge and oceans whirl
Rivers run and fountains twirls
Water water everywhere
Squirting and sprinkling
Without a care!
4. Presentation of outputs and explanation (Reporting) (indicator 4)

5. Teacher asks each group to read the poem first and then share their
answers (indicator 2)
5. Teacher gives praises and positive feed backs (indicator 5)
Rubric for Group Activity
Criteria 4 3 2 1
Mastery The performers The performers The performers The performers

demonstrate total demonstrate demonstrate did not
mastery of the knowledge of knowledge of demonstrate of
presentation/report the contents of some contents of the any contents
their their of their
presentation/rep presentation/rep presentation/rep
ort ort ort
Speaking Held attention no. Looked at the Looked at Did not look at
and the audience and audience and audience sound the audience
Audience spoke every spoke clearly of the time; and did not
contact expressively spokes clearly speak clearly
ones in a while
Delivery of The groups delivers a The group The group The group
Presentation very delivers delivers the presentation with
creative/comprehen creative/compre presentation with out mastery a
sive presentation of hensive mastery of task task given
the task given presentation of given
the task given
Cooperation All members One or two Three of four Five or more

participate activity members members members
become inactive become inactive become inactive
in the in the in the
preparation and preparation and preparation and
presentation presentation presentation
G. Finding practical applications of Ask. How can we apply the lessons we learned on sound devices in our
concepts and skills in daily living daily living? Or can you cite instances/situations in which sound devices are
used (indicator 1,3)
Give examples in Real -Life for Rhythm, Rhyme, Alliteration, Onomatopoeia,
Refrain
H. Making generalizations and Let the learners synthesize or summarize the lesson they learned from today’s
abstractions about the lesson activity/discussion
Ask: What are the various sound devices? Explain each (indicator 3)
I. Evaluate learning 5 item test - Identification on sound devices in poetry (indicator 9)
Read and analyze each questions below. (indicator 2)
1. What sound devices was used in the poem based on the underlined
words?
Scrunch, scrunch, scrunch. Crunch, crunch, crunch. Frozen snow and
brittle ice
A. Onomatopoeia B. Alliteration C. Refrain
2. When the beginning sounds of words repeat.

A. Rhyme B. Repetition C. Alliteration
3. Which from the following has a rhyming scheme of ABAB?

A. Snow makes whiteness where it falls
The bushes look like popcorn balls
And places where I always play
Look like somewhere else today
B. I love noodles. Give me oodles

Make a mound up to the sun
Noodles are my favorite foodles
I eat noodles by the ton
C. Let me fetch sticks

Let me fetch stones
Throw me your bones
Teach me your tricks.
4.Which of the following shows alliteration?

A. O Sea! whose ancient ripples lie on red-ribbed sands where seaweeds
shone;O moon! whose gold en sickle's gone,
B. Some one tossed a pancake, A buttery, buttery, pancake.
C. I dreamed a dream next Tuesday week, Beneath the apple-trees I
thought my eyes were big pork-pies, And my nose was Stilton cheese.
5.How many syllables for each line in the poem?

My beard grows to my toes,
I never wears no clothes,
I wraps my hair Around my bare,
A. 658 B. 667 C. 678
J. Additional activities for application Bring a sample poem with imagery and figurative language
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. 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?
DAILY LESSON School Cahagnaan National High School Grade Level 11
PLAN Teacher Jenive Ryl G. Garzon Learning Area Creative Writing
Date and Time January 24, 2019 - 3:00 - 4:00pm Quarter 2nd Semester – 4th Quarter
I. OBJECTIVES
B. Performance Standards The learners shall be able to…a craft essay on the personal creative process
deploying a consciously selected orientation of creative writing.
C. Learning Competencies/Objectives Explore different staging modalities vis-à-vis envisioning the script
HUMSS_CW/MPIj-IIc-18
Define the different blocking and staging techniques
Identify the stage areas
Describe the stage picture
Draw tableaux in their scripts
Apply blocking to rehearsals and notate it in their scripts
II. CONTENT Staging Modalities

A. References
3. Textbook pages
4. Additional Materials from activity sheets, hand-outs indicator 8
B. Other Learning Resources Power point presentation/ LCD Projector, Visual Aids indicator 8
IV. PROCEDURES
presenting the new lesson them to recall what they have learned and connect it to the present lesson
indicator 1 Teacher asks motivating question “How does the staging make
the story of our play clear for the audience?” indicator 3
B. Establishing a purpose for the lesson Teacher presents the skill for today’s lesson. Let the students read the skills.
(indicator 2)
chatting with your seatmates indicator 5
The teacher conducts unlocking of difficulty indicator 8
Let them read the different words and try to give its meaning (indicator 2)
Vocabulary Words
Blocking - where and when the actors move on stage in a play
Cheating out/Opening up - adjusting an actor’s body position onstage to
make sure the actor is facing the audience as fully as possible
Cue - the action or words that signal what happens next
Entrance - walking into a stage or performance area
Level - the height or distance from the ground
Pattern - the path of how an actor enters and moves across the stage
Spatial Relationship - the distance between people or objects in a given
space
Stage Directions - the areas of the stage based on the actor’s perspective
Indicator 7 as he or she faces the audience
Tempo- speed an actor or character moves or speaks on stage
C. Presenting examples/instances of Activity 1 - Group 1 indicator 6
the new lesson Intro to Stage Directions and Blocking indicator 4
1. Teacher create a grid of stage on the floor with nine stage areas
2. Using the grid show to students the different areas of the stage. Explain
how stage used to be raked towards the audience, which led to
Downstage being closest to the audience, Upstage being furthest, and that
the orientation is from the actor’s point-of-view facing the audience.
indicator 1
3. Teacher assigns a designated area
4. Let them read the instruction in doing the activity indicator 2
5. Ask some students to move to different spots on the grid. Ask them to
identify where they are on stage until they’ve got it
6. Teacher gives praises and positive feed backs - indicator 5

Criteria 4 3 2 1

presentation the contents of some contents of the any contents
their presentation their presentation of their
presentation
Delivery of The groups delivers The group The group The group
Presentation a very delivers delivers the presentation with
creative/comprehe creative/compre presentation with out mastery a
nsive presentation hensive mastery of task task given
of the task given presentation of given
the task given

7. Present the abbreviations of the stage directions as the students will write
it in their scripts
Stage Grid indicator 8
Up Stage Right (USR) Up Stage Center (USC) Up Stage Left (USL)
Center Stage Right Center Stage Center Stage Left

(CSR) (CSL)
Down Stage Right Down Stage Center Down Stage Left (DSL)
(DSR) (DSC)
Movement
Cross = X Sit = S Kneel = Kn Rise = R

D. Discussing new concepts and
practicing new skills #1 Activity 2 - Group 2 - indicator 6
Levels and Spatial Relationships indicator 4
1. Explain and model that there are three basic physical levels to work with
on stage: high, medium, low
2. Send three volunteer actors into the stage or playing space
3. Ask each actor to create a pose in a different level (so that all three are
Indicator 7 represented) and freeze in that pose
4. Prompt a quick “switch” into a “freeze”(or count down from five giving
actors a five count transition time) each actor must create a new pose at a
different level working as an ensemble to ensure that all three levels are
represented at any one time
5. This is a silent exercise, so that the three actors must not speak to each
other while working together as a team. Stay frozen in the poses. Allow the
team to move several different times before the final freeze
6. While the team is frozen in poses, ask someone from the audience
observing to describe what “story” may be told based the three actors’
positions and levels. Then ask the actors to adjust their poses ever-so-slightly
using eye focus or physical gesture to enhance that visual story. Notice that
everything done on stage gives information and even slight adjustments
can help tell a visual story more clearly
7. Send three new volunteers into the stage or playing area. Add the
element of spatial relationships: staying true to the three ‘levels,’ each
person must also be as close to (without touching) or as far away from
someone or something else on stage
8. Repeat several “switch” and “freeze” attempts until choose the final
frozen poses
9. Ask audience observers to describe this new story. Ask the audience
observers to describe which moment in the play being rehearsed could be
seen in this stage picture. indicator 3
Teacher gives praises and positive feed backs - indicator 5

Criteria 4 3 2 1

presentation
creative/comprehen creative/compre presentation with out mastery a
sive presentation of hensive mastery of task task given
the task given

E. Discussing new concepts and Activity 3 -Group 3 - indicator 6

practicing new skills #2 Staging Through Tableaux - indicator 4
1. Pick one of the scenes from the play being rehearsed and, modeling
before the entire class, decide on three dynamic tableaux : the opening,
closing, and middle (climactic moment or when most people are on stage)
for the scene.
2. Draw each of these tableaux in a box as from the bird’s eye view.This is a
good starting point for staging and to the questions of set/furniture needs,
blocking, and dramatic arc.
3. Once this process has been modeled, breakout into different scene begin
staging their scene beginning with the three tableaux .
4. Draw their three tableaux from the bird’s eye view on the backside or
facing page of their scripts. This should be done quickly, so that students
need to make strong choices; their tableaux can be changed later if
necessary for more clarity.
Share Time: Share the three tableaux moving from freeze of first tableaux
(opening), into second (middle), into third (closing) without speaking any
text.
Criteria 4 3 2 1

presentation
creative/comprehens creative/compre presentation with out mastery a
ive presentation of hensive mastery of task task given
the task given

Indicator 7 become inactive become inactive become inactive
F. Developing mastery Activity 4

Blocking Rehearsals - indicator 4
1. Explain that when students start rehearsing, they will speak the lines and
move between their three tableaux during the scene. Begin blocking the
scene with the students starting with the first tableaux, modeling how the
director would work. How do they get from the opening tableaux to the
middle? Middle to the end?
2. Once again, emphasize the importance of notating the blocking in their
scripts.
3. Directors and actors continue to make choices about blocking. Choosing
precisely when and how to move from one tableaux to the next is based on
logic in the text and character motivations for tempo, physicality and
pattern. (For example, if a character is avoiding something they may move
more slowly and indirect pattern.)
Notes: Directors must make sure the actors are facing the audience. They
should use levels, spatial relationship, and eye contact/facing away and
indicate the actor’s entrances, exits, and location on stage, using stage
notation.
 Be sure the actors and stage manager all write down the blocking on
their script with the notations.
 Actors MUST take blocking notes in pencil on their script. They should
write their movements next to their lines.
Share Time
Each group show their scenes with all movement and text. Perform their
scene with all of the blocking without dialogue.
Is the action in the scene clear even without the text? What about the
character relationships? indicator 3
Discussion Questions: indicator 3

1. Which tableaux choices were most clear and why?
2. What character motivations were best reflected in tempo and pattern
choices?
3. How can we continue to make deeper choices within the basic
framework of the blocking for our character’s objectives/actions?
How can we continue to make our staging more dynamic?
Criteria 4 3 2 1
presentation
the task given

G. Finding practical applications of Ask. How can we apply the lessons we learned on staging a play in our
concepts and skills in daily living daily living? Or can you cite instances/situations in which staging a play are
useful (indicator 1,3)
abstractions about the lesson activity/discussion. indicator 3
Ask:
1. Define different blocking and staging techniques
2. Name the stage areas
3. What are the basic physical levels?
I. Evaluate learning 5 item test - (indicator 9)
Read and analyze each questions below. indicator 2
1. What part of the stage area shows a position of great importance or
prominence?
A. Up Stage Center B. Center Stage C. Down Stage Center
2. Which is defined as the height and distance from the ground?

A. Level B. Spatial Relationship C. Pattern
3. Where is the up stage located?

A. near the audience
B. beside the right and left wings
C. near the backstage area
4. Why is it that the stage needs to be raked?

A. to improve the view for the audience
B. to enhance the stage picture
C. to give value on the stage areas
5. How does the staging make the story of our play clear for the audience?
A. It creates vivid images
B. It portrays exact scenes from scripts
C. It shows picture of realistic events
K. Additional activities for application Continue to make notes in scripts for all scenes: drawing out the three
or remediation tableaux and notating all character blocking movement. Reflect on how
your own character moves and why (tempo, fast or slow, physicality angular
or loose, paths direct or curvy)
V. REMARKS
VI. REFLECTION
D. No. of learners who earned 80% on the
E. No. of learners who require additional activities
for remediation
F. Did the remedial lessons work? No. of learners
remediation
F. Which of my teaching strategies worked well?
Why did these work?
teachers?
Date and Time November 7, 2019 - 8:30 - 9:30am Quarter 2nd Semester – 3rd Quarter
I. OBJECTIVES
B. Performance Standards The learners shall be able to…produce short paragraphs or vignettes using
imagery, diction, figures of speech, and specific experiences.
C. Learning Competencies/Objectives Use imagery, diction, figures of speech, and specific experiences
HUMSS_CW/MP11/12-Ia-b-4
Define what is imagery
Identify different images in the song
Use imagery through guided imagery experience
Illustrate imagery through drawing, poem writing, and radio drama
II. CONTENT Imagery

A. References
3. Textbook pages
4. Additional Materials from activity worksheets, pictures, video/song indicator 8
IV. PROCEDURES
A. Reviewing previous lesson or Before the start of the class remind the students to sit properly and get
presenting the new lesson ready for the lesson and avoid chatting with seatmates indicator 5
The teacher conducts a short review about previous lesson by asking them
to recall what they have learned and the teacher connects it to the present
lesson
Let the learners determine the word based on the number code and by
using the mathematical operation used.
“Solve and Guess” (Math) Indicator 1, 2 (Individual Activity)
1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
1. 72 /8 = ______
2. 9+4 = ______
3. 1x1 = ______
4. 34-27 = ______
5. 25/5 = ______
6. 6x3 = ______
Indicator 7 7. 85-50 = ______
Answer: IMAGERY
B. Establishing a purpose for the lesson SAY: What do you think is our lesson for today?
Teacher presents the skills for today’s lesson. Let the students read the skills.
(indicator 2)
C. Presenting examples/instances of The teacher conducts initial activity indicator 8
the new lesson
1. Divide the class into groups (groupings were identified prior to class
discussion)
2. Teacher assigns a designated area for each group to work on and let
them form a circle without any unnecessary noise; provide an ample time
for learners to fully engaged in the activity (indicator 4)
3. Set the group activity rules indicator 5
4. Provide them with activity worksheets to aid them in performing their tasks
and instructs learners to read first their task (indicator 2)
5. The teacher will present a song for the learners to listen entitled “What A
Wonderful World” by Louis Armstrong indicator 8
6. Let them list down and count the number of images they found in that
song (indicator 2)
7. Then, the learners will choose one representative for each group to read
the images found (indicator 2)
8. Presentation of outputs (Reporting) (indicator 4)
Teacher gives praises and feedback indicator 5
D. Discussing new concepts and The teacher conducts unlocking of difficulty indicator 8
practicing new skills #1 Let them read the different words and its meaning (indicator 2)
Vocabulary Words
Visual – relating to seeing or sight
Auditory – relating to the sense of hearing
Gustatory – concerned with tasting or the sense of taste
Olfactory – relating to the sense of smell
Tactile – connected with the sense of touch
Discussion of concepts through pictures - (Integrating Science Subject)

indicator 1
The teacher presents pictures and let the students tell what type/s of
imagery and part/s of the body were to be used.
1. Perfume
2. Ice Cubes
3. Bell Sound
Indicator 7 4. Television
5. Food
E. Discussing new concepts and Activity

practicing new skills #2 Lead the class in a “guided imagery experience”. Students close their eyes
and listen as a description of a scene is being read.
Script for Guided Imagery Experience

Let the students read the directions - (indicator 2)
Directions for students: Imagery helps us see with our mind’s eye the colors,
sounds, textures, and feelings of the text we are reading. As the teacher
reads, you will close your eyes and listen carefully. You will use your
imagination to fill in specific images you see in the scene. Think about
pictures you see, and the colors, sounds, smells, textures, and feelings the
scene brings into your mind.
Now close your eyes as the teacher reads….

Imagine you are in a park. It may be a park in a city or a scenic area. There is a small pool
of water in the center. A large grassy area surrounds the water. In the distance there are
picnic tables and barbecue grills. You can see lights over a sports area beyond the picnic
tables.
What do you see? Are there people there? Are there children playing? Are people playing,
swimming or fishing? Is the water frozen? What color is the grass? What sounds do you
hear? Does it appear to be a windy or still day? What activities are going on in the park? Do
you see people enjoying the day? What is the temperature? What do you smell? What
feelings would you have if you were in the park? How do the people in the park feel?
F. Developing mastery Differentiated Instruction -indicator 6
1. Divide the class into three groups (groupings were identified prior to class
discussion)
4)
3. Remind them of the group activity rules indicator 5
4. Give each group a copy of the rubric for group activity
5. Using the concept of imagery let each group present the following:
Group 1 - Drawing based on a poem - MAPEH

I Wondered Lonely as a Cloud by William Wordsworth
I wandered lonely as a cloud

That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.
Group 2 - Poem writing based on a picture - English
Indicator 7
Group 3 - Radio drama that depicts social issues or with a moral lesson -
Values/Social Science
Group 4 – Discuss the Rubric/Rate each group’s presentation

Criteria 4 3 2 1

presentation
Delivery of The group delivers The group The group The group
Presentation a very delivers delivers the presentation
creative/comprehe creative/compre presentation with without mastery
nsive presentation hensive mastery of task a task given
the task given

5.Presentation of outputs and explanation (Reporting) (indicator 4)

output (indicator 2)
7. Teacher gives praises and feedback indicator 5
G. Finding practical applications of Ask. How can we apply the lessons we learned on imagery in our daily
concepts and skills in daily living living? (indicator 1,3)
We can apply imagery in our daily living when:
- asking for directions
- listening to a radio
- reading literature books
- writing descriptive essays and paragraphs
and many more
Ask:
1. What is imagery?
2. What are types of imagery?
I. Evaluate learning 5 item tests - (indicator 9)
Read and analyze each question below. Encircle the correct answer.
indicator 2
1. What type of imagery evokes feelings?
A. Visual Imagery B. Tactile Imagery C. Auditory Imagery
2. Which of the following group of words tells something about tactile

imagery?
A. sharp, smooth, dry
B. musty, fresh, spicy
C. Sweet, salty, warm
3. Which of the following examples show visual imagery?

A. The night was black as ever, but bright stars lit up the sky in beautiful and
varied constellations which were sprinkled across the astronomical
landscape.
B. Silence was broken by the peal of piano keys as Shannon began
practicing her concerto.
C. The candy melted in her mouth and swirls of bittersweet chocolate and
slightly sweet but salty caramel blended together on her tongue.
4. The following are reasons why poets use imagery in writing except?
A. speak to our deepest feelings—joy, sorrow, wonder, love
B. emphasize certain qualities of the subject
C. tells the author’s purpose
5. How does imagery impact reader’s understanding on a certain text?

A. to create a sensory experience for the reader.
B. to evoke mood
C. to illustrate textures in their works
L. Additional activities for application Give the meaning and one example of the following terms: diction and
or remediation figures of speech
V. REMARKS
VI. REFLECTION
G. No. of learners who earned 80% on the
H. No. of learners who require additional activities
for remediation
I. Did the remedial lessons work? No. of learners
remediation
G. Which of my teaching strategies worked well?
Why did these work?
teachers?
Date and Time November 15, 2018 - 3:00 - 4:00pm Quarter 2nd Semester – 3rd Quarter
I. OBJECTIVES
C. Learning Competencies/Objectives Use imagery, diction, figures of speech, and specific experiences
HUMSS_CW/MP11/12-Ia-b-4
Identify different figures of speech
Use figures of speech in sentences or short paragraphs
Illustrate figures of speech in poem writing, song challenge, and hyperbole
challenge through dramatization
II. CONTENT Figures of Speech

A. References
3. Textbook pages
4. Additional Materials from activity sheets, pictures, indicator 8
IV. PROCEDURES
presenting the new lesson them to recall what they have learned and connect it to the present lesson
indicator 1 Teacher motivates learners by presenting sentences and ask
them to say something about those words indicator 3
1. The muscles on his brawny arms are strong as iron bands.
2. She was wide-eyed and wondering while she waited for Walter to waken.
3.The wind yells while blowing.
4.The night was black as ever, but bright stars lit up the sky in beautiful and
landscape.
B. Establishing a purpose for the lesson Teacher presents the skills for today’s lesson. Let the students read the skills.
(indicator 2)
Indicator 7
chatting with your seatmates indicator 5
C. Presenting examples/instances of The teacher conducts discussion through digital quiz indicator 8
the new lesson
1. Teacher assigns a student for each question and provide an ample time
for learners to answer and fully engaged in the activity (indicator 4)
2. Set house rules/activity rules indicator 5
Directions:
You will be introduced to seven figures of speech and examples of each.
You must correctly answer a multiple choice question about each term
before moving on to the next.
But don’t worry – you’ll be given a chance to review and re-do a question if
you answer incorrectly.
D. Discussing new concepts and The teacher conducts an activity indicator 8
Activity 1 - A short story with blanks - Using figures of speech
1. Divide the class into groups (groupings were identified prior to class
discussion)
4)
3. Set house rules/group activity rules indicator 5
5. Activity sheets are given to students
Joe hopped (simile) down the hill. He met Jill who (hyperbole). The two of
them loved to go to the park where (personification).

8. Teacher gives praises and positive feed backs indicator 5
Criteria 4 3 2 1

presentation
the task given

E. Discussing new concepts and Small Group Discussion

1. Divide the class into three groups according to their intelligence s
Indicator 7 (groupings were identified prior to class discussion)
4)
3. Set house rules/group activity rules indicator 5
4. Using the concept of figures of speech let each each group present the
following:
Activity 2 - Differentiated learning using imagery, diction, figures of speech,

and specific experiences (Group Work)
Group 1 - Poem Writing - English
Group 2 - Song Challenge - MAPEH
Group 3 - Hyperbole Challenge through Dramatization - Application on Real
Life Activities
Group 1 - Poem Writing

Each member of the group must take turns in creating each line of the
poem and must use one or more figures of speech in each line. At the end
of each line they should indicate the figure of speech used. Let them count
how many figures of speech are there in their poem.(indicator 2)
Group 2 - Song Challenge

Let them write a song using imagery, diction, figures of speech, and specific
experiences. Be ready for their song rendition. Let them count how many
figures of speech are there in their poem.(indicator 2)
Group 3 - Hyperbole Challenge

Each member of the group must take turns in listing one activity that they
did this morning. Examples could include eating cereal for breakfast or
loading up their backpack. Next, they brainstorm hyperbolic phrases they
could use to exaggerate their morning routine. Let them present a role play
from those routines. Let them count how many figures of speech are there in
their poem.(indicator 2)

6.Teacher asks each group to read the poem first and then share their
7. Teacher gives praises and positive feed backs indicator 5
Criteria 4 3 2 1

presentation
the task given

G. Finding practical applications of Ask. How can we apply the lessons we learned on figures of speech in our
concepts and skills in daily living daily living? Or can you cite instances/situations in which imagery are useful
(indicator 1,3)
Ask:
1. What are figures of speech?
2. Give the seven figures of speech and present an example
I. Evaluate learning 5 item test - (indicator 9)
Read and analyze each questions below. indicator 2
1. Which of the following is another example of imagery?

A. There is a white bird in the sky.
B. The delicate white bird flew gracefully through the blue sky.
C.I heard the birds and saw them flying.
2. Which of the following is NOT an example of a simile?

A. He’s as messy as a pig when he eats.
B. He eats like a pig.
C. He is a pig.
3. Which of the following is the correct definition for metaphor?

A. Comparing two similar things by using like or as
B. Comparing two similar things without using like or as
C. Comparing two unlike things by using like or as
D. Comparing two unlike things without using like or as
4. Which of the following sentences contain personification?

A. The wind juggled the leaves.
B. The wind blew the leaves.
C. The wind moved the leaves.
5. Which of the following is the best definition for onomatopoeia?

A. A word that looks like its meaning
B. A word that sounds like its meaning
C. A word that only describes animal sounds
M. Additional activities for application Research one story of a sample works of well-known local and foreign writers
or remediation
V. REMARKS
VI. REFLECTION
J. No. of learners who earned 80% on the
K. No. of learners who require additional activities
for remediation
L. Did the remedial lessons work? No. of learners
remediation
H. Which of my teaching strategies worked well?
Why did these work?
teachers?
Date and Time December 5, 2019 - 8:30 -9:30am Quarter 2nd Semester – 3rd Quarter
I. OBJECTIVES
C. Learning Competencies/Objectives Determine specific forms and conventions of poetry

HUMSS_CW/MP11/12c-f-7
Identify different forms of poetry
Use forms of poetry in sentences or short poems
Illustrate figures of speech in poem writing, song challenge, and hyperbole
challenge through dramatization
II. CONTENT Forms of Poetry

A. References
3. Textbook pages
4. Additional Materials from activity worksheets, pictures, video/song indicator 8
IV. PROCEDURES
A. Reviewing previous lesson or Before the start of the class remind the students to sit properly and get
presenting the new lesson ready for the lesson and avoid chatting with seatmates indicator 5
The teacher conducts a short review about previous lesson by asking them
to recall what they have learned and the teacher connects it to the present
lesson
Let the learners determine the word based on the number code and by
using the mathematical operation used.
“Solve and Guess” (Math) Indicator 1, 2 (Individual Activity)
1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
1. 36 /6 = ______ 2. 5x3 = ______ 3. 4x4 = _______

9+6 = ______ 23-17 = ______ 56-41 = _______
35-17 = ______ 25/5 = _______
7+6 = ______ 45-25 = _______
46-27 = ______ 9x2 = _______
11+14 = _______
Indicator 7 Answer: FORMS OF POETRY
B. Establishing a purpose for the lesson SAY: What do you think is our lesson for today?
Teacher presents the skills for today’s lesson. Let the students read the skills.
(indicator 2)
C. Presenting examples/instances of The teacher conducts initial activity (word puzzle - Individual Activity)
the new lesson to elicit learner’s knowledge on forms of poetry. (Teacher provides activity
sheets for word puzzle). (indicator 8)
Let them read the directions in answering the activity. (indicator 2)
Give them enough time to answer. (indicator 4)
Ask some learners to present their output.
Teacher gives praises and feedback indicator 5
D. Discussing new concepts and The teacher conducts unlocking of difficulty indicator 8
practicing new skills #1 Let them read the different words and its meaning (indicator 2)
Vocabulary Words
Visual – relating to seeing or sight
Auditory – relating to the sense of hearing
Gustatory – concerned with tasting or the sense of taste
Olfactory – relating to the sense of smell
Tactile – connected with the sense of touch
Discussion of concepts through pictures - (Integrating Science Subject)

indicator 1
The teacher presents pictures and let the students tell what type/s of
imagery and part/s of the body were to be used.
6. Perfume
7. Ice Cubes
8. Bell Sound
Indicator 7 9. Television
10. Food
E. Discussing new concepts and Activity

practicing new skills #2 Lead the class in a “guided imagery experience”. Students close their eyes
and listen as a description of a scene is being read.
Script for Guided Imagery Experience

Let the students read the directions - (indicator 2)
Directions for students: Imagery helps us see with our mind’s eye the colors,
sounds, textures, and feelings of the text we are reading. As the teacher
reads, you will close your eyes and listen carefully. You will use your
imagination to fill in specific images you see in the scene. Think about
pictures you see, and the colors, sounds, smells, textures, and feelings the
scene brings into your mind.
Now close your eyes as the teacher reads….

Imagine you are in a park. It may be a park in a city or a scenic area. There is a small pool
of water in the center. A large grassy area surrounds the water. In the distance there are
picnic tables and barbecue grills. You can see lights over a sports area beyond the picnic
tables.
What do you see? Are there people there? Are there children playing? Are people playing,
swimming or fishing? Is the water frozen? What color is the grass? What sounds do you
hear? Does it appear to be a windy or still day? What activities are going on in the park? Do
you see people enjoying the day? What is the temperature? What do you smell? What
feelings would you have if you were in the park? How do the people in the park feel?

1. Divide the class into three groups (groupings were identified prior to class
discussion)
4)
3. Remind them of the group activity rules indicator 5
4. Give each group a copy of the rubric for group activity
5. Using the concept of imagery let each group present the following:
Group 1 - Drawing based on a poem - MAPEH

I Wondered Lonely as a Cloud by William Wordsworth
I wandered lonely as a cloud

That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.
Group 2 - Poem writing based on a picture - English
Group 3 - Radio drama that depicts social issues or with a moral lesson -
Values/Social Science
Group 4 – Discuss the Rubric/Rate each group’s presentation

Criteria 4 3 2 1

presentation
Delivery of The group delivers The group The group The group
Presentation a very delivers delivers the presentation
creative/comprehe creative/compre presentation with without mastery
nsive presentation hensive mastery of task a task given
the task given


10. Teacher gives praises and feedback indicator 5
G. Finding practical applications of Ask. How can we apply the lessons we learned on imagery in our daily
concepts and skills in daily living living? (indicator 1,3)
We can apply imagery in our daily living when:
- asking for directions
- listening to a radio
- reading literature books
- writing descriptive essays and paragraphs
and many more
Ask:
3. What is imagery?
4. What are types of imagery?
I. Evaluate learning 5 item tests - (indicator 9)
Read and analyze each question below. Encircle the correct answer.
indicator 2
6. What type of imagery evokes feelings?
B. Visual Imagery B. Tactile Imagery C. Auditory Imagery
7. Which of the following group of words tells something about tactile
imagery?
D. sharp, smooth, dry
E. musty, fresh, spicy
F. Sweet, salty, warm
8. Which of the following examples show visual imagery?

D. The night was black as ever, but bright stars lit up the sky in beautiful and
landscape.
E. Silence was broken by the peal of piano keys as Shannon began
practicing her concerto.
F. The candy melted in her mouth and swirls of bittersweet chocolate and
slightly sweet but salty caramel blended together on her tongue.
9. The following are reasons why poets use imagery in writing except?
C. speak to our deepest feelings—joy, sorrow, wonder, love
D. emphasize certain qualities of the subject
C. tells the author’s purpose
10. How does imagery impact reader’s understanding on a certain text?

D. to create a sensory experience for the reader.
E. to evoke mood
F. to illustrate textures in their works
N. Additional activities for application Give the meaning and one example of the following terms: diction and
or remediation figures of speech
V. REMARKS
VI. REFLECTION
M. No. of learners who earned 80% on the
N. No. of learners who require additional activities
for remediation
O. Did the remedial lessons work? No. of learners
remediation
I. Which of my teaching strategies worked well?
Why did these work?
teachers?

COT-lesson Plan - 19-20

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VV DAILY School Cahagnaan National High School Grade Level 11

Group 1 - Identify sound devices and describe how rhythm , rhyme,

The roots on a plant grow underground,

The stems on a plant hold up the leaves,

The leaves on a plant are making food,

The flowers on a plant are growing seeds,

Mathematics is full of fun

Group 3 - Create a poem with alliteration, onomatopoeia, and refrain

4. Presentation of outputs and explanation (Reporting) (indicator 4)

Mastery The performers The performers The performers The performers

Cooperation All members One or two Three of four Five or more

2. When the beginning sounds of words repeat.

3. Which from the following has a rhyming scheme of ABAB?

B. I love noodles. Give me oodles

C. Let me fetch sticks

4.Which of the following shows alliteration?

5.How many syllables for each line in the poem?

A. 658 B. 667 C. 678

II. CONTENT Staging Modalities

Rubric for Group Activity

Mastery The performers The performers The performers The performers

Cooperation All members One or two Three of four Five or more

Center Stage Right Center Stage Center Stage Left

Cross = X Sit = S Kneel = Kn Rise = R

Teacher gives praises and positive feed backs - indicator 5

Mastery The performers The performers The performers The performers

Cooperation All members One or two Three of four Five or more

E. Discussing new concepts and Activity 3 -Group 3 - indicator 6

Mastery The performers The performers The performers The performers

Cooperation All members One or two Three of four Five or more

F. Developing mastery Activity 4

Teacher gives praises and positive feed backs - indicator 5

Discussion Questions: indicator 3

Cooperation All members One or two Three of four Five or more

2. Which is defined as the height and distance from the ground?

3. Where is the up stage located?

4. Why is it that the stage needs to be raked?

II. CONTENT Imagery

“Solve and Guess” (Math) Indicator 1, 2 (Individual Activity)

Discussion of concepts through pictures - (Integrating Science Subject)

E. Discussing new concepts and Activity

Script for Guided Imagery Experience

Now close your eyes as the teacher reads….

Group 1 - Drawing based on a poem - MAPEH

I wandered lonely as a cloud

Group 2 - Poem writing based on a picture - English

Group 4 – Discuss the Rubric/Rate each group’s presentation

Mastery The performers The performers The performers The performers

Cooperation All members One or two Three of four Five or more

5.Presentation of outputs and explanation (Reporting) (indicator 4)

2. Which of the following group of words tells something about tactile

3. Which of the following examples show visual imagery?

5. How does imagery impact reader’s understanding on a certain text?

II. CONTENT Figures of Speech

6.Presentation of outputs and explanation (Reporting) (indicator 4)

Mastery The performers The performers The performers The performers

Cooperation All members One or two Three of four Five or more

E. Discussing new concepts and Small Group Discussion

Activity 2 - Differentiated learning using imagery, diction, figures of speech,

Group 1 - Poem Writing

Group 2 - Song Challenge

Group 3 - Hyperbole Challenge

5.Presentation of outputs and explanation (Reporting) (indicator 4)

1. 36 /6 = 2. 5x3 = 3. 4x4 = ___