Detailed Lesson Plan for English
2019
I. Objectives
On the end of the class discussion, the student will be able to:
1. Distinguish the four (4) figures of speech.
2. Familiarize according to their own uses.
3. Construct their own sentences using Alliteration, metaphor, hyperbole and
onomatopoeia.
II. Subject Matter
Topic: Figures of speech
Materials: PowerPoint presentation, white board marker, and Bond paper
Reference: Figures of Speech
https://examples.yourdictionary.com/figure-of-speech-examples.html
Language Teaching Approach: Direct Method
III. Procedure
A. Activity
1. Introductory Activity
i. Opening Prayer
Teacher: Class let us stand for our prayer. Alex kindly lead the prayer for
today.
Alex: Heavenly father…
ii. Greetings
Teacher: Good morning Class!
Students: Good morning Ma’am Ethyl!
iii. Checking of attendance
Teacher: Who is absent for today?
The secretary will tell the absentee/s for today
Secretary: none ma’am
iv. Recapitulation on previous discussion
Teacher: Before we start our discussion for today, who can recall on the
lesson yesterday? (Some pupil up their hand) Yes Romeo?
Romeo: it’s all about the three (3) figure of speech: simile, irony and
personification.
Teacher: Very good. Who can give me an example of simile, irony and
personification? (Some pupil up their hand) Yes Cristal?
Cristal: for simile- as wise as an owl;
For irony - "Oh, I love spending big bucks," said my dad, a notorious
penny pincher.
For personification- the flowers nodded.
Teacher: excellent! Give Romeo and Cristal a Coca-Cola clap.
The pupils will do a Coca-Cola clap.
2. Motivation
Teacher: Class here’s a poem entitled “Sketch” by Carl Sandburg and I will
divide you into two (2) groups. Each group will going to read a poem in front
and you should have your own strategy. The criteria will be:
Uniqueness – 20%
Creativity – 30%
Reading – 50%
Total: 100%
Now I will give you 2 minutes to prepare.
After 2 minutes students are all prepared.
At presentation:
Group1: Sketch
By Carl Sandburg
The shadows of the ships
Rock on the crest In the low blue lustre
Of the tardy and the soft in rolling tide.
A long brown bar at the dip of the sky
Puts an arm of sand in the span of salt.
The lucid and endless wrinkles
Draw in, lapse and withdraw.
Wavelets crumble and white spent bubbles
Wash on the floor of the beach.
Rocking on the crest
In the low blue lustre
Are the shadows of the ships.
Group2 present as well
Teacher: Very good. I will announce later who got the highest score.
B. Analysis
Teacher: what do you feel on this activity? (some pupil up their hand) yes
martin?
Martin: enjoy and interesting.
Teacher: What have you observed on the activity? (Some pupil up their
hand) Yes Jean?
Jean: each sentence of the poem has an importance or uses. I think it is
connected to our next topic.
C. Abstraction
Teacher: Yesterday we tackled about the figure of speech; simile, metaphor and
personification, now let’s move to alliteration, irony, hyperbole and onomatopoeia
and now let see how was the poem connected to this topic. Angel please read on
the PowerPoint present.
Angel: Alliteration is the repetition of the beginning sounds of neighboring words.
Teacher: okay thank you. Alliteration is a repetition of the beginning consonant
sound. For example: (teacher write on the board: she sells seashells.) She sells
seashells. The beginning sound is?
Some students answered S
Teacher: Yes it was S. all words begin with the letter S and it form as a
sentence. At the poem what you have seen that has a repetition?
Student1: in the low blue lustre
Teacher: yes correct this line is repeated in slightly varied. Let’s move to
metaphor. Peter please read.
Peter: A metaphor makes a comparison between two unlike things or ideas.
Teacher: okay thank you. Metaphor is implied comparison between two
dissimilar things that have something in common. . For example: (teacher write
on the board: Heart of stone.) as you see in the poem what are the two things
being compared?
Student3: the span of salt!
Teacher: excellent! The span was being compared of a salt. Next topic is
Hyperbole. Liam please read.
Liam: Hyperbole uses exaggeration for emphasis or effect.
Teacher: thank you. Hyperbole is the use of exaggerated terms. For example:
(teacher write on the board: I've told you to stop a thousand times.) I've told you
to stop a thousand times. As you read, is there an exaggeration?
Students: yes ma’am!
Teacher: yes. The sentence has an exaggeration. At the poem what was the
sentence give an exaggeration?
Student2: endless wrinkles
Teacher: yes very good the waves, implicitly compared to “wrinkles”, are
described as endless. That is an exaggeration. Now let move to our last topic
onomatopoeia. John please read.
John: Onomatopoeia is the term for a word that sounds like what it is describing.
Teacher: thank you. Onomatopoeia is the use of words that imitate the sounds
associated with the objects or actions they refer to. For example: (teacher write
on the board: Oink) Oink. The sound of?
Students: PIG!
Teacher: Yes and that is onomatopoeia means it’s all about the sounds of the
object or action. Give me another example. (Some pupil up their hand) yes
Thea?
Thea: splash – the sound of the water
Teacher: class did you understand our topic?
Students: yes ma’am
Teacher: let’s do an aling dionesia clap.
Students will do aling dionisia clap.
D. Application
A. Search for a partner or pair and.
B. Each pair will give 5 sentences in each four (4) figure of speech.
IV. Evaluation
1. On a ½ sheet of paper in 30 minutes, create your own poem using figures of
speech.
V. Agreement
1. Study in advance about part of speech.
Prepared by:
ETHYL MAE M. PUYALES
BSED – English 1A
