Republic of the Philippines

Department of Education
DIVISION OF PANGASINAN I
BAYAMBANG NATIONAL HIGH SCHOOL

Grade Level: 8
Teacher: Miss Maryknoll D. Ponce Learning Area: English
Teaching Dates and Time: September 4, 2019 (8:30-9:30 am) Quarter: First Quarter

Detailed Lesson Plan in English 8

A. Content Standards: The learner demonstrates the understanding of: African literature
as a means of exploring forces that human beings contend with; various reading styles
vis- a- vis purposes of reading; prosodic features that serve as carriers of meaning; ways
by which information may be organized, related, and delivered orally; and parallel
structures and cohesive devices in presenting information.
B. Performance Standards: The learner transfers learning by composing and delivering
an informative speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and appropriate prosodic
features, stance and behavior.
C. Learning Competency: EN8WC-Id-1.1.6: Organize ideas in one-step word, phrase,
and sentence outline forms

I. Objectives:
Students will achieve 80% of mastery in using idiomatic expressions in
different communication situations and be able to construct sentences using
figurative language (idiomatic expressions).

II. Subject Matter

Topic: Idioms/Idiomatic Expressions
Materials: visual aids, pictures

III. Procedure
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preliminary Activities

“Good morning class!” “Good morning, Ma’am!”

The teacher will ask one student to lead the
opening prayer. The student will go in front of the class and
starts to lead the prayer.
“Kindly lead the prayer, (Student’s name).” “Let us bow down our heads and pray…”

After the prayer, the teacher will ask who is

absent and will start checking the attendance.
After checking, the attendance, the teacher
will have a short review on the previous
lesson.

“What is our last lesson all about?” “It is about Simple and Compound sentences,
ma’am”
“Who would like to differentiate Simple
sentences from Compound sentences?

“Very good students!”

B. Motivation

“We will now proceed to our next topic. But The students will go in front of the class and
before that, I need 12 students here in front. I listen to the instruction of their teacher.
need 6 boys and 6 girls, who would like to
volunteer?”
The teacher will give set of pictures to the
boys and the girls will guess the meaning on
the picture by finding their partner.

After the task. “Do you have any idea what “Yes, ma’am. It is all about idioms”
will be our next topic for today?

C. Lesson Proper

Discussion

The teacher will elaborate about

idioms/idiomatic expressions as a form of
figurative language. Provide more examples
of idioms and discuss its meaning.

Application
The teacher will present pictures of idioms
to the class with a sample sentence and the
students will provide the correct meaning of
the given idioms

Evaluation
The teacher will give another activity. The
students will have to form 5 groups consist of
at 7-10 members. Each group will have a
different task: Group 1- Make a short
dialogue using idioms
Group 2- Write a simple story using idioms
Group 3- Have students interview each other
on the topic of idioms
Group 4- Construct funny sentences using
idioms
Group 5- Compose a poem using idioms
After 15 minutes, they will present it in front
of the class.

Generalization

“What do you think is the major importance

of using idioms or idiomatic expressions?”

Assignment

Ask students to write their own short stories

using the idioms in context.

Prepared by: Checked:

MARYKNOLL D. PONCE LIZA M. MAGALONG

SST-III SSHT VI, English Department

Noted by: Noted by:

ALICE M. GALSIM CATHERINE D. FERRER Ed.D.

Principal IV PSDS Cluster
 Republic of the Philippines
Department of Education
DIVISION OF PANGASINAN I
BAYAMBANG NATIONAL HIGH SCHOOL

Grade Level: 8
Teacher: Miss Maryknoll D. Ponce Learning Area: English
Teaching Dates and Time: November 28, 2019 (8:30-9:30 am) Quarter: Second Quarter

Detailed Lesson Plan in English 8

A. Content Standards: The learner demonstrates the understanding of: East Asian
literature as an art form inspired and influenced by nature; relationship of visual,
sensory, and verbal signals in both literary and expository texts; strategies in listening to
long descriptive and narrative texts; value of literal and figurative language; and
appropriate grammatical signals or expressions suitable to patterns of idea development.
B. Performance Standards: The learner transfers learning by composing and delivering a
brief and creative entertainment speech featuring a variety of effective paragraphs,
appropriate grammatical signals or expressions in topic development , and appropriate
prosodic features, stance, and behavior.
C. Learning Competency: EN8LT-IIf-2.2: Explain how the elements specific to a genre
contribute to the theme of a particular literary selection

III. Objectives:
Students will achieve 80% of mastery in using the figurative language devices
in poetry and express insights on the importance of poetry and the connection it can
give to the literary arts and as well as to the world

IV. Subject Matter

Topic: TYPES OF FIGURATIVE LANGUAGE/DEVICE IN POETRY
Materials: visual aids, pictures
Reference: https://course-notes.org/english/grammar/figurative_devices

III. Procedure
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preliminary Activities

“Good morning class!” “Good morning, Ma’am!”

The teacher will ask one student to lead the
opening prayer. The student will go in front of the class and
starts to lead the prayer.
“Kindly lead the prayer, (Student’s name).” “Let us bow down our heads and pray…”

After the prayer, the teacher will ask who is

absent and will start checking the attendance.
After checking, the attendance, the teacher
will have a short review on the previous
lesson.

“What is our last lesson all about?” “It is about Transitive and Intransitive verbs,
ma’am”
“Who would like to differentiate Transitive
from Intransitive verbs?

“Very good students!”

B. Motivation

(Teacher shows a sample picture for students (The students give out adjectives to describe
to describe it orally) the picture and answers may vary)

I have here a picture of famous painting 1. The picture expresses an intense

called “The Sick Child” which is painted by degree of emotion and feelings
Edvard Munch. Give your description on 2. It appears to possess a powerful and
how it appears to you strong strokes of the paintbrush
3. It is majestic and artistically done

Very good! You are sounding like good

artists.

After the task. “Do you have any idea what (The students give out their idea and answers
will be our next topic for today? may vary)

C. Lesson Proper

Discussion

Since the outputs of painters are paintings. “The outputs of poets are poems, ma’am”
What do you think will be the output of
poets?

Poets are like artists because they paint using

words

The teacher will elaborate about the types of

figurative language or device used in poetry

“What is poetry to you class?” ● Poetry is an expression of ideas written in

 words using the sense of imagination
● Poetry is the writings of a poet and a poem
is a product of their imagination

Very good!
In poetry, there are different figurative
devices to be used to create a good piece of
literary work such as a poem
● Simile
● Metaphor
● Imagery
● Alliteration
● Assonance
● Rhyme
(The students listen to the teacher)

Application
(Teacher prepares students for the activity
about the topic)

What we are going to do is to have a group

activity to see if you have learned during our
discussion
(The students follow the teacher’s instruction
(Teacher divides the class into four groups and grouped their selves into four)
for the activity)

(Teacher gives each group a picture) (The students look at the picture)

Class, I want you to take a good look at those

pictures given to you. In 15 minutes,
compose your own poem in 3-5 stanzas
using the different figurative devices that we (The students compose their own poem using
have discussed the picture by group
After 15 minutes, they will present it in front
of the class.

Evaluation
(Teacher hands out a worksheet for the
students to answer)
Class, are you ready for the short quiz?
The following questions will be found on
worksheets

Generalization

Class, did you have fun with your activity?

Now, what are the figurative devices used in “Yes, ma’am.”
poetry?
How is poetry importance to us? (The students express their ideas and answer
may vary)

Assignment

Go ahead to your old pictures from the photo

album. Think about the time you enjoyed in
the photograph and describe it. Write the
description in a poem in a short bond paper.

Prepared by: Checked:

MARYKNOLL D. PONCE LIZA M. MAGALONG

SST-III SSHT VI, English Department

Noted by: Noted by:

VIRGIL R. GOMEZ MARILOU D. ROLDAN, Ph.D.

Principal IV PSDS Cluster

http://christinefaithcabanes.blogspot.com/2015/07/sample-lesson-plan-in-english-detailed.html
 Republic of the Philippines
Department of Education
DIVISION OF PANGASINAN I
BAYAMBANG NATIONAL HIGH SCHOOL

Grade Level: 8
Teacher: Miss Maryknoll D. Ponce Learning Area: English
Teaching Dates and Time: December 4, 2019 (3:00-4:00 pm) Quarter: Third Quarter

Detailed Lesson Plan in English 8

A. Content Standards: The learner demonstrates the understanding of: Southeast Asian
literature as mirror to a shared heritage; coping strategies in processing textual
information; strategies in examining features of a listening and viewing material;
structural analysis of words and propaganda techniques; and grammatical signals for
opinion-making, persuasion, and emphasis.
B. Performance Standards: The learner transfers learning by composing and delivering a
persuasive speech based on an informative essay featuring use of properly
acknowledged information sources, grammatical signals for opinion-making,
persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
C. Learning Competency: EN8LT-IIIg-2.2.5: Determine key ideas, tone, and purposes of
the author in a particular literary selection

I. Objectives:
Students will achieve 80% of mastery in Identifying tone and mood in a given
text; Responding to a certain literature using the same tone and mood of a text
and Writing an essay from the given tone and mood

II. Subject Matter

Topic: TONE AND MOOD IN A SHORT LITERARY PIECE
Materials: visual aids, activity sheets, handouts
Reference: https://www.litcharts.com/literary-devices-and-terms/mood

III. Procedure

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Preliminary Activities

“Good afternoon class!” “Good afternoon, Ma’am!”

The teacher will ask one student to lead the
opening prayer. The student will go in front of the class and
starts to lead the prayer.
“Kindly lead the prayer, (Student’s name).” “Let us bow down our heads and pray…”

After the prayer, the teacher will ask who is

absent and will start checking the attendance.
After checking, the attendance, the teacher
will have a short review on the previous
lesson.

“What is our last lesson all about?” “It is Figurative devices used in poetry,
ma’am”
“Who would like to differentiate the six The students give out their ideas
figurative devices used in poetry?

“Very good students!”

B. Motivation

Before we proceed to our next lesson, I want The students read the piece and fill in table
you to read and observe a short literary piece. under the given literary piece.
Identify the feeling it gave you as a reader
and the atmosphere of the text given as you
list them on the first column of the table
located under the text. Identify the words that
helped you in identifying the words in the
first column. Do it within 5 minutes.
Here are your activity sheets.

C. Lesson Proper

Discussion

(after five minutes)

Okay class, stop writing and compare your

answers to the answers in this table (showing
the answer key).
(the students will read the answers in the first
What are the words in the first column? column)
What are the words present in the second (the students will read the answers in the
column? second column)
Now, observe the first column of the table. In
the table you will see bullets in forms of These are the words that show what we felt
heart and flower. while reading the text.
What are the words that are in the hearts?
How about the words in the flowers? These are words that show the atmosphere of
the given text.
The words in the hearts are what we call the
MOOD and in the flowers is the TONE.

So our topic is all about Tone and Mood in a

Short Literary Piece.

Out from the words in the given table, what Tone is a manner, a feeling or atmosphere
are tone and mood and its difference? the author has meant to set in the story or
towards a subject while Mood is the feeling
or atmosphere perceived by the reader.

Therefore Tone is based on the text or the

author and the Mood is based on the readers’
perspective.

Here are some examples of the Tone and

Mood. (the teacher will present a list of
examples of tone and mood)

Who can give examples of literary pieces and (the students will raise their hands and give
what are their tone and mood? examples of literary pieces and identify their
tone and mood)

Do you have any questions before we (the students will ask questions if they have)
proceed to our activity?

Application
You will be grouped into four. You will be
given a manila paper containing an
unfinished line continued to make a brief
story. Identify the tone and mood of the story (the students will ask some questions to
and underline the words that show it. After clarify the instruction given.)
10 minutes, post your stories in front and
discuss what you have formulated in front.
Reporters in each group will be selected
randomly.

(after 10 minutes)

Okay, time’s up.

Go back to your seats and arrange them
silently.

Present your stories in front.

Let us start from Team A-2. Do the honor in

presenting your story ____.

Very good Team A-2.

Next will be from Team B-1. Do the honor in

presenting your story ____.

Very good Team B-1.

Next will be from Team B-2. Do the honor in

presenting your story ____.

Very good Team B-2.

Next will be from Team A-1. Do the honor in

presenting your story ____.

Very good Team A-1.

Okay let’s give everyone a Mommy Dionesia (Majane will come in front and demonstrate
clap. May I request Majane to come here in the Mommy Dionesia clap)
front and teach us how.

Generalization Tone is a manner, a feeling or atmosphere

Explain the difference between Tone from the author has meant to set in the story or
Mood in a literary piece. towards a subject.
Mood is the feeling or atmosphere perceived
by the reader.
Give some examples of Tone (the students will give examples of tone)
Give some examples of Mood (the students will give examples of mood)

Evaluation
Read the literary piece and identify the tone
and mood of the piece. Respond to the piece
using the same mood and tone by writing a
two-stanza-paragraph in the space provided
in your answer sheet. Do it 5 five minutes.

(after 5 minutes)
Okay pens’ up!
Pass your papers in front at the count of five.
5-4-3-2-1.

This time, copy your assignment.

Assignment
Read the poem entitled “Annabelle Lee” by
Edgar Allan Poe and identify its mood and
tone. Underline the words that showed that
helped you identify the tone and mood of the
story

Prepared by: Checked:

MARYKNOLL D. PONCE LIZA M. MAGALONG

SST-III SSHT VI, English Department

Noted by: Noted by:

VIRGIL R. GOMEZ MARILOU D. ROLDAN, Ph.D.

Principal IV PSDS Cluster
Name: ________________________________________________
Date:_______________
ACTIVITY SHEET NO. 1
Direction: Observe a short literary piece. Identify the feeling it gave you as a reader and the
atmosphere of the text given as you list them on the first column of the table located under the text.
Identify the words that helped you in identifying the words in the first column. Do it within 5
minutes.

CORAZON AQUINO
Corazon Aquino, also known as "Cory", made an amazing accomplishment by becoming
the first female president of the Philippines. She had to overcome many obstacles before she took
on this major role. But in the end, her presidency contributed greatly to the way the Filipino
government functions today. Corazon Aquino, the first woman president of the Philippines, made
many positive changes in the country. On January 25, 1933, Corazon Aquino was born. She grew
up in a wealthy family and had a very happy childhood. She had seven brothers and sisters. Cory
lived in Manila until it was time for her to go to college. She studied in the U.S., and in 1953,
graduated from Mt. St. Vincent with degrees in French and Math. She was elected to the honor
society of Kappa Gamma Pi, an organization for women in catholic colleges who display moral
character and good grades. She was very shy, but had a strong spirit("Corazon Aquino"). Returning
to the Philippines, Cory enrolled in the College of Law in Manila. While she was there, she met
Benigno Aquino. One year later, Benigno and Corazon were married. In the following years they
had five children.
Atmosphere (text and reader) Helping Words

___________________________________________________________________________________

Name: ________________________________________________ Date: _______________

ACTIVITY SHEET NO. 2
Direction: Read the literary piece and identify the tone and mood of the piece. Respond to the
piece using the same mood and tone by writing a two-stanza-paragraph in the space provided in
your answer sheet. Do it in 5 five minutes.
CORAZON AQUINO
… Marcos extended his presidency beyond the constitutional limit of eight years and declared
himself a dictator. He imprisoned the political leaders who opposed him. Therefore, Cory's husband
was arrested and put in solitary confinement…

https://www.litcharts.com/literary-devices-and-terms/mood
https://study.com/academy/lesson/understanding-tone-and-mood-in-a-reading-passage.html
https://www.youtube.com/watch?v=H2LHuI-If08
 Republic of the Philippines
Department of Education
DIVISION OF PANGASINAN I
BAYAMBANG NATIONAL HIGH SCHOOL

Grade Level: 8
Teacher: Miss Maryknoll D. Ponce Learning Area: English
Teaching Dates and Time: February 24, 2020 (8:30-9:30 am) Quarter: Fourth Quarter

Detailed Lesson Plan in English 8

A. Content Standards: The learner demonstrates communicative competence through

his/her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
B. Performance Standards: The learner transfers learning by composing a variety of
journalistic texts, the contents of which may be used in composing and delivering a
memorized oral speech featuring use of properly acknowledged information sources,
grammatical signals for opinion-making, persuasion, and emphasis, and appropriate
prosodic features, stance, and behavior.
C. Learning Competency: EN8G-IVi16: Use appropriate logical connectors for emphasis
I. Objectives:
Students will achieve 80% of mastery in arranging the adjectives in correct
order and be able to use these adjectives to construct sentences
II. Subject Matter
Topic: Order of Adjectives
Materials: television, pictures

III. Procedure
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preliminary Activities

“Good morning class!” “Good morning, Ma’am!”

The teacher will ask one student to lead the
opening prayer. The student will go in front of the class and
starts to lead the prayer.
“Kindly lead the prayer, (Student’s name).” “Let us bow down our heads and pray…”

After the prayer, the teacher will ask who is

absent and will start checking the attendance.
After checking, the attendance, the teacher
will have a short review on the previous
lesson.
“What is our last lesson all about?” “It is about Subject-Verb agreement, ma’am”

“How many rules in Subject-Verb agreement “There are 14 rules in the Subject-Verb
that I have discussed?” agreement, ma’am.

“Very good students!”

B. Motivation

“We will now proceed to our next topic. But The students will go in front of the class and
before that, I need 1 volunteer to take a peek listen to the instruction of their teacher.
into the mystery box. The student will bring
out the picture and his/her classmates will
write as many adjectives as they can on the
board. Then, they will construct a sentence
on the given adjectives to describe the
picture.
“Yes, ma’am. It is all about Adjectives”
After the task. “Do you have any idea what
will be our next topic for today?

C. Lesson Proper

Discussion

The teacher will ask first the following target

questions:
1. What do you notice with the number There are more adjectives used in the
of adjectives used in the sentence? sentences, ma’am.”

2. Do you think there should be an order

to follow when using multiple or
series of adjectives in the sentence?
Why or why not?

The teacher shows first a video “Order of

Adjectives song” and afterwards, will
proceed to the lesson proper.

“When you use more than one adjective, you

have to put them in the right order according
to their type.”
“For you to remember the correct order of
adjectives, remember this acronym,
ANOSSACOMP (Article, Number, Opinion,
Size, Shape, Age, Color, Origin, Material,
Purpose)
Application
The teacher will present pictures of nouns
with 3 adjectives and the class will arrange
the given adjectives in order and use it in a
sentence.

Evaluation
The teacher will give another activity. The
students will be divided into 5 groups consist
of at 7-10 members. Each group in every row
will have this task:
The students will choose an object in their
bag or inside the classroom and make a
meaningful paragraph that describes the
object observing the correct order of
adjectives.

Generalization “For us to describe in a specific way and the

adjectives that were used sound right”
“Why is it essential to know the correct order
of adjectives?”

Assignment

Ask students to complete a worksheet

observing the correct order of adjectives

Prepared by: Checked:

MARYKNOLL D. PONCE LIZA M. MAGALONG

SST-III SSHT VI, English Department

Noted by: Noted by:

VIRGIL R. GOMEZ ANGELITA D. MUÑOZ, Ed.D.

Principal IV PSDS Cluster
https://www.englishworksheetsland.com/grade4/4ordering.html
https://www.learnenglishfeelgood.com/esl_adjectiveorder4.html
http://www.englishisapieceofcake.com/support-files/order-of-adjectives.pdf
https://www.perfect-english-grammar.com/support-files/order-of-adjectives-exercise-1.pdf
https://www.easypacelearning.com/all-lessons/grammar/1348-order-of-adjectives-english-grammar
https://www.englishworksheetsland.com/grade4/language/4/5banana.pdf
 Republic of the Philippines
Department of Education
DIVISION OF PANGASINAN I
BAYAMBANG NATIONAL HIGH SCHOOL

Grade Level: 8
Teacher: Miss Maryknoll D. Ponce Learning Area: English
Teaching Dates and Time: October 19, 2023 (10:45-11:45 am) Quarter: First Quarter

Detailed Lesson Plan in English 8

A. Content Standards: The learner demonstrates the understanding of: African literature
as a means of exploring forces that human beings contend with; various reading styles
vis- a- vis purposes of reading; prosodic features that serve as carriers of meaning; ways
by which information may be organized, related, and delivered orally; and parallel
structures and cohesive devices in presenting information.
B. Performance Standards: The learner transfers learning by composing and delivering
an informative speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and appropriate prosodic
features, stance and behavior.
C. Most Essential Learning Competency: Identify and use signals that indicate
coherence

I. Objectives:
Students will achieve 80% of mastery in defining and identifying transition
signals used in sentences and paragraphs, and be able to construct sentences using
transition signals to achieve coherence.

II. Subject Matter

Topic: Transition Signals
Materials: visual aids, pictures

III. Procedure
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preliminary Activities

“Good morning class!” “Good morning, Ma’am!”

The teacher will ask one student to lead the
opening prayer. The student will go in front of the class and
starts to lead the prayer.
“Kindly lead the prayer, (Student’s name).” “Let us bow down our heads and pray…”

After the prayer, the teacher will ask who is

absent and will start checking the attendance.
After checking, the attendance, the teacher
will have a short review on the previous
lesson.

“What is our last lesson all about?” “It is about linking verbs, ma’am”

“Very good students!”

B. Motivation

“We will now proceed to our next topic. But The students will go in front of the class and
before that, I need 2 students here in front. I listen to the instruction of their teacher.
need 1 boy and 1 girl, who would like to
volunteer?”
The teacher will give 1 picture to the boy and
1 picture to the girl. They will present the
picture in front of the class.

“Take a look at the two pictures. What can “It is a picture of a bridge, ma’am.”
you see about the pictures?

What will happen if there is no bridge in this “You can’t cross the other side, ma’am.”
place?

What do you think will happen if there are no “We can’t go from one place to another
bridges at all? place, ma’am.”

Likewise in English, Transition words or

Transition signals are like bridges between
your paragraphs. It helps you arrange your
ideas so that the readers will understand your
paragraph.

After the task. “Do you have any idea what “Yes, ma’am. It is all about transition words
will be our next topic for today? or transition signals”

C. Lesson Proper
Discussion
The teacher will elaborate about Transition
words or Transition signals.

Now, I have here a paragraph and I want you

to read it carefully. I want you to use the
right transition words or transition signals.

Transition signals are words and phrases that

connect ideas of sentences and paragraphs
for coherence.
Let’s read again the paragraph using the
transition signals.

What do you think a paragraph will look like

without transition signals?

Students, in transition signals we have

Common Types and Functions of Transition “There will be no unity of ideas, ma’am.”
Words:

To show contrast between ideas

● instead
● yet, but, still, though, however, even
though, in contrast, on the contrary, on the
other hand
● still, despite, nonetheless, nevertheless, in
spite of, otherwise
Example:
She dislikes reading even though she is
smart.

To show sequence
● first, second, third, firstly, secondly,
thirdly, initially, in the first place, then, next,
later, eventually, finally, lastly, meanwhile,
in the moment
Example: First, gather your materials.
Second, set up your work place.

To emphasize a point
● in fact
● absolutely, as matter of fact, really, truly,
indeed, namely, clearly certainly, definitely,
undoubtedly, without a doubt

Example:
I have absolutely no problem with letting you
lead this meeting.

To sum up the points

● so, in the end
● to end, in short, after all, in summary, all in
all, to conclude, in conclusion, to summarize

Example:
To summarize, we need to focus on our
project.

Application
The teacher will ask the students to arrange
the sentences in the correct order to make a
paragraph. They will look for the transition
signals used in the sentences to achieve
coherence.

Evaluation
(Teacher hands out a worksheet for the
students to answer)
Class, are you ready for the short quiz?
The following questions will be found on
worksheets

Generalization

“What do you think is the major importance

of using transition signals?”

Assignment

Ask students to write their own paragraph

using transition signals.

Prepared by:

MARYKNOLL D. PONCE
SST-III

Checked: Approved:

GRACIOLA T. ROXAS LIZA M. MAGALONG

MT -I SSHT VI, English Department

Noted:

OLIVIA P. TERRADO, DA
Principal IV

LONGINO D. FERRER, Ed.D.

Public Schools District Supervisor
Saying Goodbye…
http://pictify.saatchigallery.com/104098/edvard-munch-the-sick-child
https://www.slideshare.net/elladr16/poetic-devices-96786742?qid=e8b9b7dd-1e3e-42e4-
8dce-565f3a7366f2&v=&b=&from_search=17
https://www.slideshare.net/edison_2703/final-demo-teaching-english-7-figures-of-
speechoctober-02-2017