The document outlines a lesson plan for analyzing poems with a focus on rhymes, sound devices, and vocabulary development. It includes activities for students to practice oral fluency regarding pets and encourages them to write their own short poems. Assessment criteria are also provided, emphasizing grammar, content, and collaboration in group activities.

1. Analyze poem with 4 or more stanzas in terms
of its elements – rhymes and sound device
(EN6RC-IB-6.1 to 6.2)
Write a 3-line 4-stanza poem (Eng6WC-Ia-
2.2.2)

2. Oral Fluency Practice
Do you have a pet? What’s the name of
your pet? How do you take care of your pet?
Now, try talking about your pet.
I have a pet. It’s a dog. His name is
Bruno. It is brown and white in color. He
likes chicken bones.
Change the underlined words and talk about your
pet.

3. Vocabulary Development
1. The seller sliced the
bread and left morsel on
the board
A.small pieces of food
B.large piece of food
C.leftover

4. 2. The cat’s sneak attack
was a smart move.
A. to move quietly and
secretly in order to avoid
being noticed
B. to put a trap
C. to bite the opponent

5. 3. The cat sneaks behind and pounces at the big rat.
A. to attack and kill the prey
B. to jump or move quickly in order to catch or take
hold of something
C. to play hide-and-seek

6. 4. Which animal has curled up?
A
B
C

7. Bod, my Fat Cat
My cat's name is Bod,
He's really very fat.
His stomach's on the floor,
And he can't get through his flap.
He eats and eats and eats,
He just never seems to stop.
And when we fill his bowl
Not one morsel does he drop!
His fur is very black
With white bits on his face.
But he spends most the time
Curled up in his favorite place
He never runs around,
Or sneak or pounce or jump.
My big fat cat called Bod
Really is a lazy lump!
Let’s read the poem.

8. 1. What the name of the cat?
2. Describe the cat.
3. What does the cat like to do?
4. Is your cat the same as the cat in the poem?
5. Do you think the speaker (owner) really love his cat?
6. How do we take care of our pets? What should be
done to animals who are cruelly treated?

9. Let’s analyze the poem.
1. How many lines does the poem have?How
many stanzas?
2. Pick out the rhyming pair of words in the poem.
3. Do you see any sound device use in the poem?

10. Remember these:
A rhyme is a repetition of similar sounds (or the same sound) in two or
more words, most often in the final syllables of lines in poems and
songs.
Example: Twinkle Little Star. What are the rhyming words in the song?
Sound Devices
1. Assonance is the use of same vowels in the line of poem. They come
in pair. – My big fat cat Bod
2. Alliteration is the use of consonants in most of the initial letters of
words in the poem. – Big black bundled books are on the bed.
3. Onomatopoeia – the use of sounds from an object or animals
The clucking of the hens are annoying. The ticking of the clock

11. Group Activity - Writing
Using the poem we learned today as your model, write
a 3-line 2 to 4-stanza poem about your pet, opening of
school, summer, classmate or friend.

12. 5 Excellent 4 Very Good 3 Good 2 Fair 1 Needs Improvement
1. The group was able to present a three line poem
consisting of 2-3 stanzas.
2. The group observed correct grammar, mechanics,
and the poem has content.
3. The group used rhyming words and sound devices.
4. The group was able to show cooperation and
collaboration.
RUBRICS for grading the poem

13. Homework
Portfolio No. 1
Write a short poem about a topic of your interest.
Observe correct grammar, mechanics, and,
rhymes and sound devices.

14. References
K to 12 Curriculum Guide Grade 6
Bod, my Fat Cat,” by Gareth Lancaster from
https://fizzyfunnyfuzzy.com/poem/bod_my_fat_cat