Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:
1 English 7 2nd 1 hour March 3, 2024
Learning Competency/ies: Identify figures of speech that show contrast (simile,
EN7V-II-c-10.1.2
(Taken from the Curriculum Guide) metaphor and personification)
Determine the similar functions of simile, metaphor, and
personification;
Key Concepts / Understandings to be Developed Classify the sentences into simile, metaphor, and personification;
and
Formulate own examples of simile, metaphor, and personification
Domain Adapted Cognitive Process Dimensions (D.O.
No. 8, s. 2015) OBJECTIVES:
Knowledge The fact or Identify various types of figurative language, including similes, metaphors, and
Remembering
condition of knowing something with personification.
familiarity gained through experience or Interpret the real meaning behind the figurative language
Understanding
association
Execute the learning in making a piece such as poem
Applying
Skills
The ability and capacity acquired through
deliberate, systematic, and sustained effort Analyzing Differentiate the figures of speech discussed
to smoothly and adaptively carryout Evaluating Coordinate figurative language to the previous learning.
complex activities or the ability, coming
from one's knowledge, practice, aptitude,
etc., to do something Creating Construct sentences or poem using figures of speech
Active participation on the part of the learners. Attends and reacts to a particular
Attitude Responding to Phenomena phenomenon. Learning outcomes may emphasize compliance in responding,
willingness to respond, or satisfaction in responding (motivation).
Values Makatao Free to express ideas applying the learning
FIGURES OF SPEECH: SIMILE, METAPHOR AND PERSONIFICATION
2. Content
3. Learning Resources DLP, TV, Canva presentation, Google, Laptop, DepEd CG
4. Procedures
4.1 Introductory Activity (10 minutes) I. Preliminaries
The class will start with a prayer, then exchange casual greetings. a. Prayer - Assign a student to lead the prayer
Check the students’ well-being and attendance, then recall b. Greetings - Greet the students ‘good morning class’ or ‘good afternoon’,
classroom rules. Review the previous discussion then have a the student will exchange greetings with the teacher and to their
motivational activity. classmates
c. Checking the well-being of the students.
d. Attendance - Checking of class record to keep track of students daily
attendance
e. Classroom rules - Students must follow these rules in order to maintain
class discipline. These rules must be observed during the entire duration of
class.
1. Listen when someone is talking, especially when the teacher is
discussing.
2. Do not answer in chorus, raise your hand if you have something
to say.
3. Avoid unnecessary conversation with seatmates to understand
better about the class lesson.
4. Respect others' ideas, do not make fun of your classmates when
they participate in class.
5. Follow these class rules at all times and always be ready to lend a
helping hand
The students will also be reminded of these coded gestures and instructions to
communicate during class discussions and group activities:
Code 0: Raise palm for stop and wait
Code 1: Tap ear for listen
Code 2: Clap hands for pay attention
Code 3: Flat, outstretched hand to invite opinion
f. Recall the previous discussion
II. Motivation: FIND ME!
The teacher will share the puzzle below on the TV screen. The teacher will instruct
the students to write down words they can find on the crossword puzzle. After 3
minutes, the teacher will ask the students and allow them to raise their hand if they
want to answer.
Direction: On ¼ piece of paper, write down the words you can find in the crossword
puzzle below. Words can go in any direction. Words can share letters as they cross
over each other.
answer key
Activity 1: COMPARE ME
4.2 Activity
Instructions:
The teacher will instruct students to take a seat. The teacher will divide the
class into 5 groups. Each group member should collaborate and write their answer
on a sheet of paper. Students will identify the 2 objects being compared in the text
(10 minutes) given. Each group should choose 1 participant to present their answer in front by
reading it aloud.
Text No. 1: Maria’s mother is busy as a bee doing the chores.
Text No. 2: Jose was as cold as ice when he was asked to speak in front.
Text No. 3: Trixie and Trish are fighting like cats and dogs.
Text No. 4: He is a lion when he comes to the field.
Text No. 5: My mom has a heart of gold.
Text No. 6: The flowers danced to the wind.
Text No. 7: The sun kissed me while I was clicking a picture.
In the text that you have in the activity earlier, what word is used to compare the
4.3 Analysis two objects?
response: “as” and “like” ma’am!
And do you know what figure of speech is using “as” and “like” to compare two
unrelated objects?
response: “It is simile ma’am”
Very nice! Do you know any other figures of speech?
3 minutes
(Students give various answers of figures of speech!)
That’s correct. And our lesson for today is connected to that. Today, we are going to
learn the figures of speech that show comparison.
Are you ready to learn?
4.4 Abstraction LESSON DISCUSSION through canva presentation
Figures of Speech
-is a rhetorical device that achieve a special effect by using words in a distinctive
way
-it is a use of language that has other meaning than its normal definition
-It makes the language more creative, more expressive and just more
interesting.
Types of Figure of Speech
➢ Simile
direct comparison that uses the words “like” and “as”
E.g. He is as tall as a mountain.
My best friend sings like an angel.
“Can anyone give me an example of Simile?”
12 minutes ➢ Metaphor
direct comparison without the use of “like” and “as”
E.g. Time is a thief. (Time seems to pass quickly)
Life is a roller-coaster. (Life has ups and downs)
“Can anyone give me an example of Metaphor?”
➢ Personification
attributing human actions on inanimate objects
E.g. The moon played hide and seek with the clouds.
My flowers were begging for water.
“Can anyone give me an example of Personification?”
So class, what are the three figures of speech?
Can anyone tell me the similar functions of the three?
4.5 5 minutes The same 5 groups of students will have the following tasks with their group mates.
Application These tasks will help the students to apply what they have learned to strengthen
10 minutes their understanding about the topic.
Instructions:
1. Compose a poem with 2-3 stanzas using the figurative language to make
your piece more beautiful. Pick a leader from your group. The leader
should hear out each members’ ideas and collect them in order to make a
poem. Make sure to collaborate with your group mates and share your
ideas for a better result.
2. Practice for 5 minutes to present your poem in front. Make sure to
memorize your piece. You will be graded as a group.
The group’s presentation is graded based on the criteria below.
Poetry Recitation Rubric
C 4 3 2 1
at
e
g
o
ry
S S S S O
p p p p ft
e e e e e
a a a a n
k k ks k sl
s s cl s u
Cl cl e cl rs
e e ar e ,
a ar ly ar o
rl ly a ly r
y a n a m
n d n u
d di d m
di s di bl
s ti s e
ti n ti s
n ct n o
ct ly ct r
ly m ly c
. o s a
E st o n
n of m n
The students will return to their proper seats. The teacher will ask the students to
get a ½ lengthwise of paper. Identify the sentences below if it is a simile, metaphor
4.6 Assessment or personification.
1. Ria heard the last piece of pie calling her name.
2. My alarm yelled at me this morning.
3. Her eyes are diamonds.
4. She is a shining star.
5. All the world's a stage And all the men and women merely players; They
have their exits and their entrances.
6. Life is like a box of chocolates.
7. Death lays its icy hands on kings.
8. My love is like a red rose.
9. The snow is a white blanket.
10. The light danced on the surface of the water.
11. The boat was tossed like a cork on the waves.
10 minutes 12. Blind justice was not on his side.
13. Maria’s mother is busy as a bee doing the chores.
14. Jose was as cold as ice when he was asked to speak in front.
15. Trixie and Trish are fighting like cats and dogs.
16. He is a lion when he comes to the field.
17. My mom has a heart of gold.
18. The flowers danced to the wind.
19. The sun kissed me while I was clicking a picture
20. The trees are dancing.
4.7 Assignment
Identify the type of figures of speech used in the phrases given below and use it in
your own sentences. Write it in your notebook.
A. roar of the wind
B. gurgling like a baby
C. golden heart
The students will write a reflexive journal about the lesson. Should use the figurative
4.8 Concluding Activity language to do this task.
Content:
1. What have you learned from today’s discussion?
2. How would you apply this in your future creative writing piece?
5. Remarks
6. Reflections
E. Which of my learning strategies worked well? Why did
A. No. of learners who earned 80% in the evaluation.
these work?
F. What difficulties did I encounter which my principal or
B. No. of learners who require additional activities for remediation.
supervisor can help me solve?
G. What innovation or localized materials did I
C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
use/discover which I wish to share with other teachers?
D. No. of learners who continue to require remediation.
Prepared by:
Name: Reah Miras School: Cordova Public College
Position/
Student Teacher Division:
Designation:
Contact reahmiras15@gmail.com
09168792081 Email address:
Number:
