2. Infer the meaning of words using
context clues
01
Analyze sound devices
02
Compose sentences using plural
forms of nouns
03
Write a three-line, four-stanza
poem
04
Use appropriate greetings in
formal and informal situations
05
Learning Outcomes
6. An Afternoon
Cruise
What do you expect from a poem with the title “An
Afternoon Cruise?” If you were to go on an
afternoon cruise, what do you expect to see?
7. REVIEW
1. Why is the path compared to a road at midnight?
2. Describe the river depicted in the story.
3. What particular environmental problem is being addressed in the
poem? How does this problem affect the boatman?
4. Do you think the boatman enjoys his afternoon cruise? Why?
5. What other titles can you give the poem? Explain your answer.
Answer the following questions.
10. EXPLO
RE
Assonance
never my numb plunker fumbles
(“Player Piano” by John Updike)
Consonance
never fear the reaper
Onomatopoeia
buzz, hiss, splash, bark
Alliteration
Behemoth, biggest born of earth,
upheaved (“Paradise Lost” by
John Milton)
13. OBSERVE
Regular Nouns
add –s or –es to the noun
ex. boy – boys
house - houses
box - boxes
Irregular Nouns
Sometimes, the form is changed.
Sometimes, the singular form is retained.
ex. knife - knives
cry – cries
crisis – crises
datum - data
sheep - sheep
16. TALK Conversation 1
Juliene: Hey, Heidi! How are you?
Heidi: I’m OK. What about you?
Juliene: I feel fine. Where are you going?
Heidi: I’m going to the library. Want to come
along?
Juliene: Sure!
Conversation 2
Regina: Good morning, Sir Alex!
Sir Alex: Good morning, Regina.
Regina: We have finished our project. and we
want to submit it early.
Sir Alex: All right, that’s great!
Regina: Thank you. sir!
17. o Form a group. Prepare two skits: one
about a situation where you use formal
greetings, and one about a situation
where you use informal greetings.
TALK
18. On a sheet of paper, write four more
three-line stanzas to add to “An
Afternoon Cruise”. The stanzas
should be about the character’s
solution to the problem.
WRITE
19. Form a group. Perform a choral
reading of the poem, including the
four additional stanzas you added in
the WRITE activity.
ACT
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Editor's Notes
Good day, class! I hope all of you are fine in this wonderful day.
In today’s lesson, we will be taking an afternoon cruise on contaminated waters in the poem “An Afternoon Cruise”.
But before we begin, we must first familiarize ourselves with our learning outcomes.
This means that, at the end of the lesson, you are expected to:
Infer the meaning of words using context clues
Analyze sound devices
Compose sentences using plural forms of nouns
Write a three-line, four-stanza poem
Use appropriate greetings in formal and informal situations
Okay! Is everyone ready? Let’s…
… START!
In your worktexts, you’ll find a pre-reading activity. Write a partner, figure out what the underlined words mean. Write your answers on a clean sheet of paper.
(Have the students do the activity.)
Is everyone done? Good job! Now, after the pre-reading activity, it’s time to…
… READ!
In the story, the boatman takes an afternoon cruise. Let’s find out what they see.
(Ask the students to read the story.)
(Afterwards…)
Very good, class! Now, let’s see if you understand the poem well.
(Have the students answer the REVIEW questions.)
Now, in your worktexts, you’ll find a QR code. Scan it and watch the video. Afterward, answer the following questions.
(Have the students answer the questions.)
Very good, everyone! Let’s move on…
Now, as you read poems, you’ll notice how poets use certain words to make the poem flow better and captivate readers.
One of the ways they do so is through sound devices. These are literary tools used to create musical effects and strengthen meaning through sound.
Let’s EXPLORE further.
Let’s learn about some of the common sound devices.
First, we have onomatopoeia. This is a sound device that imitates the sounds of animals or nature. Look at the examples.
(Show the students the examples.)
Can you think of other examples of onomatopoeia?
(Have the students give examples. If possible, give your own examples as well.)
We also have alliteration. This is a sound device that involves repeated first consonant sounds of words in the lines of a poem. Look at the examples.
(Show the students the examples.)
Can you think of other examples of alliteration?
(Have the students give examples. If possible, give your own examples as well.)
Assonance is a sound device that refers to the repetition of vowel sounds within the lines of a poem. Let’s look at the examples.
(Show the students the examples.)
Can you think of other examples of assonance?
(Have the students give examples. If possible, give your own examples as well.)
Lastly, we have consonance. This is a sound device that involves repetition of consonant sounds within the line of a poem. Alliteration is a form of consonance. Look at these examples.
(Show the students the examples.)
Can you think of other examples of consonance?
(Have the students give examples. If possible, give your own examples as well.)
Let’s do an activity, shall we?
Listen as I read a few poems. Identify the sound devices in each poem.
(Have the students do the activity.)
Very good, everyone!
When talking about two or more ideas, we use the plural form. But does anyone know how to turn a singular noun into a plural noun?
Let’s find out.
The simplest way to do it is by adding –s or –es to the noun, such as boy into boys, house into houses, and box into boxes. These are called regular nouns.
For other nouns, the common rule does not apply. Sometimes, you need to change the form of the last consonant. Such is the case with knife and knives and cry and cries. Notice how, in knife, the –fe turned into –ves. The same can be said with cry—the –y turned into –ies.
Words ending in –is are pluralized by changing –is to –es, and words that end in –um to –a. Examples include crisis turning into crises and datum turning into data.
Can anyone else provide other examples of irregular plural nouns?
(Have the students give an example. Provide your own examples as well.)
Great! However, there are also nouns that do not change their spelling in plural form. Such is the case of words like sheep, deer, grass, and mud.
Can you provide other examples of plural nouns that do not change spelling?
(Have the students give an example. Provide your own examples as well.)
Very good, everyone!
Now, it’s your turn! Write five sentences about yourself using regular nouns and five sentences using irregular nouns.
(Have the students do the activity.)
Do you now have a better understanding of regular and irregular plurals? Great!
Greetings are ways in which we begin conversations. There are appropriate greetings for every situation and occasion.
Look at this conversation…
(Have the students read the conversations.)
Did you notice the difference between the two conversations?
(Have the students answer the question.)
Well, the first conversation is informal because it is an exchange between peers. The second conversation is a bit more formal because it is an exchange between a student and a teacher. The context of the conversation can also determine whether you should use formal or informal greetings.
Can you give me an example of an informal greeting?
(Have the students provide an example.)
How about a formal greeting?
(Have the students provide an example.)
Very good, class!
Now, form a group. Prepare two skits: one about a situation where you use formal greetings, and one about a situation where you use informal greetings.
(Have the students do the activity.)
Great work, class! Everyone did well.
You do not need to be a politician or a manager to be a good leader. Good leadership starts with your ability to lead yourself. This means you are able to motivate yourself into action and inspire others to do the same.
You may have likely noticed that, in this lesson’s reading text, the character does not seem to be pleased with the situation. If they were to exercise leadership, what action could they take to improve their situation?
(Have the students answer the question.)
Now, I want you to write four more three-line stanzas to add to “An Afternoon Cruise”. The stanzas should be about the character’s solution to the problem.
(Have the students do the activity.)
Great work, everyone. I hope that you all learned a valuable lesson from this activity.
Now, before we end our lesson, let’s have a short activity.
Form a group. Perform a choral reading of the poem, including the four additional stanzas you added in the WRITE activity.
(Have the students do the activity.)
Wow! Everyone did great!
We have finally reached the end of our lesson. Thank you all so much for participating in our class.
I wish to see you all in our next lesson with the same enthusiasm as you have shown me today.
Until next time. Goodbye!
