LESSON PLAN School Lagao National High Grade Level Grade 12

School
Teacher MARGIE T. JAVIER Learning Area Creative writing
Teaching Dates Quarter 1

The learner…
I. OBJECTIVES 1. identify the figures of speech;
2. appreciate songs thru analyzing its lyric to reveal the used figures of speech; and.
3. write a poem using the selected figures of speech.
A. Content Standard The learners have an understanding of imagery, diction, figures of speech, and
variations on language.
B. Performance Standard The learners shall be able to produce short paragraphs or vignettes using imagery,
diction, figures of speech, and specific experiences.
C. Learning Competencies 1. Use imagery, diction, figures of speech, and specific experiences
(HUMSS_CW/MP11/12-Iab-4)

D. References Creative Writing Quexbook and DepEd Curriculum Guide 2016

E. Resources Speaker, Audio File, Teacher-made Visual, Chalk and Board
F. Methodologies/strategies Inquiry Based Approach / Discovery Approach
/techniques
G. Differentiated Activities Hands-On / Individual & Group Activity
II. CONTENT Introduction to Creative Writing
A. Preparation
III. PROCEDURE 1.Prayer, Greetings, Tongue Twister
2.Checking of Learning Environment/ Seating Arrangement / Proper Decorum
/ Class Rules’/ Reminder
3.Checking of Attendance / Assignment
4.Review of the previous lesson: Imagery and Diction

A. Preliminary Activities (5 minutes)

1. Prayer Please all stand, let’s begin this day by a short prayer. ____________, can
you please lead the prayer?

2. Greetings
Good morning HUMSS – C!

3. Checking of Environment
Before you sit down, please pick up the pieces of paper, candy wrappers, and all the
trash that you see around and under your chair and throw them in the trash can.
Arrange also your chairs properly. Lastly, keep all the things not related to our
subject inside your bag.

4. Checking of Attendance
Look at your seat mates. Is anybody absent today? Ok, Good to hear! Let’s do the
Very Good Clap!

B. Motivation (10 minutes)

Analyze the definition of the word “chemistry”

Literal language vs. Figurative language

 The teacher integrates chemistry to reveal the lesson. The teacher gives praise or
give positive feedback to the learner's answers appropriately based to the level of
their response.
III. ACTIVITY
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IV. ANALYSIS

V. ABSTRACTION
Refer to sub-topics of Chapter I: Creative Writing
Figurative Language: Figures of Speech
a) Simile
b) Metaphor
c) Personification
d) Hyperbole
e) Onomatopoeia
f) Alliteration

 The teacher plays songs to the class. The students are observing and analyzing the
message in the lyrics of the song. She integrates technology and music to discuss her
lesson. Also, she encourages the students to ask questions about the lesson

Individual Activity: Analyze the lyrics of your favorite song, write the line/s and share
to the class what figure of speech used in the song.

Group Activity: Write a poem with at least five (5) figures of speech.
Group 1: ACROSTIC or name poem spells out names or words with the first
letter in each line.
Group 2: TANKA or "short song," has five-line, 5/7/5/7/7 syllable count form
Group 3: FREE VERSE a poem without formula or pattern.
Group 4: CONSTANZA poem with five or more 3-line stanzas; eight syllables per
line.
 The teacher encourages all the students to have active participation in the activity.
Also, letting them to ask questions.

Poem Writing Rubric

Comment/s:
___________________________________________________________

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 C. Generalization:

1. What is figures of speech?

2. What is personification? Simile? Metaphor? Personification? Alliteration?
Onomatopoeia? and Hyperbole?
3. Why is it important to use figures of speech in creative writing?

 To give equal opportunities to learners, the teacher calls the learner/s who are not
yet reciting to sum up the lesson using the listed (HOTS) questions above.

VI. APPLICATION
Identification. Identify the figures of speech.
1. In here, words like “as” or “like” are commonly used to compare one object or
idea with another to suggest they are alike.
2. This is an exaggeration that is so dramatic that no one would believe the
statement is true.
3. The repetition of the same initial letter, sound, or group of sounds in a series of
words.
4. The use of word to describe or imitate a natural sound or the sound commonly
produced by an object or an action.
5. What figurative language is used in this sentence: “His tummy is as big as with
Santa Claus.”
6. This world is a sea of anonymous faces.
7. He pulled the trigger of the gun and heard “bang!” “bang!”
8. The strong rain gave me a tap on my back.
9. Peter piper picked a peck of pickled pepper.
10. The Goblin had pulled the sword placed in his chest then a river of blood came
out.

VII. ASSESSMENT
Choose one (1) of the following tasks below to writing skill. Produce a short
paragraph or vignette using imagery, diction and figures of speech.
o Send an email to your creative writing teacher using other online flat forms.
o Chat a friend using Facebook / Messenger. Keep a screenshot for checking.
o Write a short letter to your classmate. Keep a receive copy for checking.

VIII. ASSIGNMENT

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 Prepared by: Checked by:

Margie T. Javier Leonardo B. Genoguin

Master Teacher II Principal III

Prepared by: Noted/checked by:

DONNA T. SANTOS ARCELE F. SERVERA AMELINDA A. FANDIALAN

Master Teacher-I Assistant Principal II School Principal IV