Subject: English 7 Date: April 28, 2024
Learning Competency: Discriminate Content Standard: The learner demonstrates understanding of difference between literal and figurative
between literal and figurative language language.
(EN7V-II-a-10.1) and Classify sample texts
into literal or figurative EN7V-II-a-10.1.1)
I. OBJECTIVES At the end of the lesson, the learners should be able to:
differentiate literal from figurative language;
give examples of literal from figurative language and
display appreciation of the importance of knowing the deeper meaning of words through creative output
II. SUBJECT MATTER
a. Topic Literal and Figurative Language
b. Reference www.readwritethink.org›lesson-docs
Orosa, Maria Alicia (2017), English in Perspective, Abiva Publishing, pp.87-91
https://www.youtube.com/watch?v=3K9pd6h9JTO&feature=share
c. Material/s PowerPoint presentation, chalk and board
d. Strategy Learner-centered approach through interactive discussion
III. PROCEDURES
a. Preliminary a. Greetings
Activities b. Prayer
c. Checking of Attendance
d. Short “Kumustahan”
e. Reminders
Game: Charades
c. Motivational
Activity (Engage) MECHANICS:
the class will be divided into two groups.
Each group must have a representative or performer and the rest of the members of each group
will be the guessers.
The representative will pick a word that he/she needs to describe using his/her action.
Each group will be given one minute to guess the mystery word.
the fastest group to guess the word right will win the game.
Words:
Fish
Monkey
(The teacher will ask the following questions)
- How did you guess the mystery word even without describing it verbally?
- What if we add some words on it?
They made a monkey out of her,
Something smells fishy!
- Do the mystery words still have the same meaning like we had a while ago?
(The teacher will present the learning objectives for today’s topic)
Strategy: Sharing Learning Targets and Success Criteria
How:
Before teaching, tell (e.g., write on the board) and show (e.g., sharing examples of
student work) students what they are supposed to be learning. Phrase learning targets in
student-friendly language. Use examples of student work or demonstrations as models.
Present criteria for success in forms that students can use, such as rubrics and/or “I can”
statements.
During teaching and while students are working, remind students of the learning target.
Provide feedback as students are working or on draft student work products.
After teaching, help students recall what they were aiming to do and how close they
came. Guide students to reflect on their learning.
This is one way of verbally sharing LT and SC. It employs a set of “starter prompts” that
unpack the LT, performance task, and SC from the student’s point of view.
d. Discussion of (The teacher will present the topic and will start the discussion)
Concepts Strategy: Micro-lecture
(Explore) When : Presenting new content/ lesson
How: speak for two to five minutes and then, before moving on, pause to give students a brief
opportunity to digest information.
During the pause, you might ask student to do any of the following:
Write a summary of what they heard
Apply the information to a problem or question
Draw something or illustrate what they heard
Pair up and restate points that you made
Strategy: Effective questioning
When: this will be applied throughout the discussion
LECTURE:
LITERAL LANGUAGE
- means that you are using words in a way that expresses the primary or basic meaning of
those words used in the sentence.
- It means what it says.
- No flowery words
- Exact meanings of the words are being implied.
Example: spill the bean. (the person spill the bean)
FIGURATIVE LANGUAGE
- When you describe something by comparing it with something else.
- More elaborate than literal language.
- Commonly used in works of literature
Example: spill the bean. (tell the secret)
Types of Figurative language
a. Simile- compares two things using as, like
b. Metaphor- used in comparison
c. Idiom- an expression that has a figurative meaning unrelated to the literal meaning of
the phrase.
d. Hyperbole- big exaggeration
e. Personification- giving human characteristics to a non- living thing
f. Onomatopoeia- refers to a word that phonetically mimics or resembles the sound.
g. Alliteration- repetition of consonant sound at the beginning of each words.
h. Assonance- the repetition of vowel sounds in words or syllables.
e. Developing ACTIVITY : RAISE IT!
Mastery (Explain) The teacher will give the class instructions for the activity.
Instructions: identify if the statement is an example figures of speech. Raise the plickers card
properly so the answers will be registered.
1. The thief was as sly as fox.
a. Metaphor b. Simile c. idiom d. personification
2. The camel is the ship of the desert.
a. Metaphor b. Simile c. idiom d. personification
3. Mr. Ramos thought the sweets were calling him.
a. Metaphor b. Simile c. idiom d. personification
4. It has been raining cats and dogs for hours.
a. Metaphor b. Simile c. idiom d. personification
5. It is seemed that the sky was going to cry the entire night.
a. Metaphor b. Simile c. idiom d. personification
6. Janie read a book by the babbling brook.
a. Assonance b. alliteration c. hyperbole d. onomatopoeia
7. Jan likes to eat spam from a can
a. Assonance b. alliteration c. hyperbole d. onomatopoeia
8. The tires screeched as he slammed on the brakes.
a. Assonance b. alliteration c. hyperbole d. onomatopoeia
9. Ding, Dong! The doorbell rang.
a. Assonance b. alliteration c. hyperbole d. onomatopoeia
10. My feet are killing me.
a. Assonance b. alliteration c. hyperbole d. onomatopoeia
f. Application and Game: Figure it song!
Generalization MECHANICS:
(Elaborate) 1. Five groups will collaborate and brainstorm to think of an English song that has figure of
speech in its lyrics. The group must prepare 8 songs for the eight figures of speech.
2. The group will be given 10 minutes to brainstorm.
3. After the ten minutes brainstorming, using the random picker application, the teacher will pick
a figure of speech and on the separate random picker, the group that will sing the song that
includes the selected figures of speech.
Strategy: Effective Questioning/ Whip, Around and Pass
The teacher will ask the following questions:
- What is figure of speech?
- What are the figures of speech mentioned a while ago?
(students’ answers may vary)
The teacher will flash the quotation,
“Understand that words can have two meanings.”
(teacher will call one student randomly and ask his/her thought about it)
It is important to be aware to what others might implied to their words. Some people tend to sugar coat
things intentionally because they are afraid that they might be made fun by others. We must be
sensitive and conscious to what others feel because what they tell literally is not what they mean to
say.
g. Evaluation Individual Task
INSTRUCTIONS: Identify if the statement is an example of Literal or Figurative language. Write L
if it is an example of a literal language and write F if it is an example of a figurative language
________1. The field is calm and quiet. (F)
________2. She is as fast as a cheetah! (F)
________3. The dog is a clown; it makes us laugh all the time. (F)
________4. He was late to dinner. (L)
________5. Time is money. (F)
________6. My grandmother is very strict. (L)
________7. Swaying with the wind, the leaves smiled. (F)
________8. Sand is solid water. (F)
________9. She is a fast runner. (A)
________10. It was raining cats and dogs, so I rode the bus. (F)
h. Additional/ The teacher will challenge students to think creatively by asking them to come up with their own
Enrichment examples of the literary devices discussed. Encourage them to share their examples with the class.
Activities (Extend)
V. 4 C’s Critical Thinking: Students analyze texts to identify literary devices and evaluate their impact on the
text's meaning.
Collaboration: Group activities require students to work together to find examples and analyze literary
devices.
Communication: Students present their findings to the class, articulating their interpretations and
insights.
Creativity: Students demonstrate creativity by creating their own examples of literary devices,
applying their understanding in new contexts.
VI. REMARKS
VII.
REFLECTION
Prepared by: Checked by:
Sandra Mae R. Ramon Dr. Ricardo Ador Dionisio
Daisy D. Ronquillo Professor
Rowena Buquis
Jonnah Micah R. Bautista
