Lesson Plan

I. Learning Objectives
 The students will be able to understand the eight common figure of speech;
 The students will be able to determine the figure of speech in sentences,
songs, and poems;
 The students will be able to appreciate the essence of the figure of speech in
their daily lives.

II. Learning Content

Subject Matter: 8 Figurative Languages
Source: K to 12 Curriculum
References: www.leverageedu.com
Materials: Laptop for power point presentation.

III. Learning Procedure

A. Daily Routine
 Opening Prayer
 Greetings
 Checking of Cleanliness
 Checking of Attendance

B. Learning Tasks
 Priming
The students will play head, shoulder, knees, and toes with a twist.

 Activity
The students will fill in the missing parts and have fun along the way.

 Analysis
1. What did you feel after doing the activity?
2. What did you observe about the sentences?
3. Have you ever compared yourself to others?
4. When was the last time you feel exaggerated?

 Abstraction
The students will determine the difference between literal and
figurative language. They will familiarize and understand the meaning
and usage of each figure of speech.
Literal vs. Figurative

Literal Language - identifiable as language in which the words mean what

they are usually taken to mean, usually according to a dictionary definition.

The purpose of using literal language in writing is to ensure that ideas

are clear and precise.

e.g. His voice is loud.

Figurative language refers to the use of words or expressions that

deviate from their literal meaning to create a particular effect or convey
a vivid image or idea.

The purpose of using figurative language in writing is to enhance the

reader's experience and engage their imagination.

e.g. His voice was a thunderous roar during the argument.

FIGURE OF SPEECH

1. Simile

A comparison between two things using the words like, as, or than

Here is an example of simile in a sentence includes:

The girl swam through the water like a sleek dolphin gracefully diving
beneath the waves.

2. Metaphor

An expression that describes a person or object directly

Here is an example of simile in a sentence includes:

The friends were vibrant sunflowers, soaking up the golden rays of

sunshine and blooming with laughter.
3. Personification

Giving human qualities to non-human things or objects

Here is an example of simile in a sentence includes:

The tall palm tree stretched its slender arms toward the sky, swaying in
the breeze as if talking to the passing clouds.

4. Onomatopoeia

This is a figure of speech that is used to express a sound.

Here is an example of simile in a sentence includes:

The stone hit the water with a splash.

5. Hyperbole

A saying exaggerated beyond belief to make a point, adding a comical aspect

and excitement to writing

Here is an example of simile in a sentence includes:

The night sky was filled with so many stars that it looked like a million
sparkling diamonds strewn across a velvet blanket.

6. Alliteration

The same letter or sound occurs at the beginning of words, adding a musical
quality to the phrase or sentence

Here is an example of simile in a sentence includes:

The busy bees buzzed busily among the blooming blossoms

7. Assonance

The repetition of vowel sounds without repeating consonants;

sometimes called vowel rhyme.

.
 Here is an example of simile in a sentence includes:

Go slow over the road.

8. Apostrophe

It addresses a subject that is not present in the work. In this case, the
object is absent or inanimate.

Here is an example of simile in a sentence includes:

Alarm clock, please don’t fail me.

Process Question

1. What would you feel when someone give you a message using
figure of speech?
2. When can we use figure of speech?
3. How will say that you love someone without saying you love them?

 Application

The students will be divided into four groups and each group will be
given different tasks.

Group 1 – “I am a poet”
Highlight the figure of speech in the poem and describe the meaning.

Group 2 – “I am a singer”
Choose a song that has figure of speech, highlight and describe the
meaning.

Group 3 – “I am a writer”
Make 10 sentences using the figure of speech for your friends and
family.

Group 4 – “I am an actor”
Make a short role play with the use of the figure of speech that you
have learned.
 Scoring rubrics will be used to evaluate the presentation.

4 points 3 points 2 points 1 point

Organizatio The The The The

n presentation presentation presentation
presentation
was very was fairly was not was not
organized. organized. clearly seen any
organized. organization
at all.
Content The The The The
presentation presentation presentation presentation
was very was fairly was not was not
good and good and seen clearly seen any
has a some parts the content valuable
valuable of their and the content.
content. presentation presentation
need to is lacked.
improve.
Creativity The The The The
presentation presentation presentation presentation
was very was seen was lacked doesn’t
creative. creativity. of creativity. have any
creativity.

IV. Closure
The students will answer a questions related to the topic.

1. What is the purpose of using the figure of speech in everyday life?

V. Assignment
The students will make a story with one hundred words and with the use of figure
of speech.

Prepared by:

Danica Verano Vilas

 Lesson Plan

I. Learning Objectives

A. Discover the conflicts presented in literary selections and the need to resolve

those conflicts in non- violent ways;

B. Sequence the events of the story using the train diagram; and

C. Practice the moral of the story in everyday life

II. Learning Content

Subject Matter: The Bread of Salt by NVM Gonzales

Source: K to 12 Curriculum

References:

 English Learner’s Material in Grade 7

Materials: Laptop for power point presentation.

III. Learning Procedure

A. Daily Routine

 Opening Prayer

 Greetings

 Checking of Cleanliness

 Checking of Attendance

B. Learning Tasks
 Priming

- The students will imagine two birds. One named “prrr” and the other

named “Pukutu”. If you call out “prrr”, the students need to stand on

their toes and move their elbows out sideways. When you call out

“Pukutu”, the students have to stay still and may not move. If a student

moves, he is disqualified. This student may distract the other students.

 Activity

- The students will arrange the jumbled letters to complete the puzzle

about the different ways of showing love.

GHU OPEM COHOCLTEA

ETTLESR WREFOL

1. It makes me warm and secure.

H

2. Let me hear the rhymes in each line.

E

3. May be dark or white, but sweet.

A
 4. A rose or tulip will do.
R
5. P.S. Write me back.
T

 Analysis

- The students will answer the following question:

1. What did you feel after doing the activity?

2. How do you show your love to your love ones or to other people?

3. As a student, do you think that giving chocolates, letters, poem and

hugs will appreciate the persons you love

4. Did you already feel an admiration to a boy or girl?

5. Did the person you admired the most inspired you to study hard

and pursue to show your talent?

 Abstraction

Unlocking of Difficulties

- The students will unlock the unfamiliar words through picture clues.

A person who plays the violin.

VIOLINIST

A group of musicians who play usually classical

music together and who are led by a conductor.

ORCHESTRA
 To buy or to get by paying money for it

PURCHASE

A piece of jewelry that is held on clothing by a pin and

worn by a woman at or near her neck

BROOCH

Meet the Author

- The students will read the facts about the author.

While Reading

- The discussion about the story “The Bread of Salt” will be done

through sequencing of events.

Process Question”

1. What is the story all about

2. What is the conflict presented in the story?

3. Do you think having different status in life can affect your love for

someone?

4. As a student, how do you show to your love that you are worth it?

5. If you will be given a chance to end the story, how would you want to

end it?
 Application

- The students will be divided into six groups

Group 1

* Present a tableau of common scene inside the house. The tableau

must present how family shows their love to each other.

Group 2

* Think of a song you wanted to dedicate to your love ones. You must

sing it in front and tell us why you choose that song.

Group 3

* Make a “Thank You Card” for the people you love. Choose at least

two members to read the card.

Group 4

* Draw a thing that symbolizes the word “Love”. Draw it on a ½

cartolina

Group 5

* Create a slogan about sharing love to others. Write it on a ½ cartolina

and put some designs on it.

Group 6

* Describe your love ones using the acronym of B-R-E-A-D.

 Scoring rubrics will be used to evaluate the presentation.

IV. 4 pts 3 pts 2 pts 1 pt

ORGANIZATION The The The The
presentation presentation presentation presentation
was very was fairly was not was not
organized. organized. clearly seen any
organized. organization
at all.
CONTENT The The The The
presentation presentation presentation presentation
was very was fairly was not was not
good and good and clearly seen seen any
has a some parts the content valuable
valuable of their and the content.
content. presentation presentation
need to is lacked.
improve.
CREATIVITY The The The The
presentation presentation presentation presentation
was very was seen was lacked doesn’t have
creative. creativity. of creativity. any
creativity.

Closure
-The students will watch a video clip showing love to other person.

V. Assignment
-The students will cut out a heart shape in a red colored paper. After that the
students will choose a picture of the person they really love and paste it on the
left side of the heart. And at the right side the students will write why they love
that person.

Prepared by:

Danica Verano Vilas