NANGKA NATIONAL Grade and

School HIGH SCHOOL Section 10 Sampaguita

JOHN DYLE M. Learning

Teacher English
DETAILED GENOBIAGON Area
LESSON Teaching
PLAN Day and Monday-Thursday
Quarter First Quarter
Time 8: 00 – 9:00

I. OBJECTIVES
The learner demonstrates understanding of: Philippine literature
A. Content Standards during the Period of Apprenticeship as a means of examining
conflicts; various purposeful listening and viewing strategies;
difference between literal and figurative language; ways to extract
and condense information based on library sources; verbal and non-
verbal cues in oral communication; and types of phrases, clauses,
and sentences.
The learner transfers learning by: resolving conflicts presented in
B. Performance literary selections; using tools and mechanisms in locating library
Standards resources; extracting information and noting details from texts to
write a précis, summary, or paraphrase; distinguishing between and
using literal and figurative language and verbal and non-verbal cues;
use phrases, clauses, and sentences meaningfully and appropriately.
EN7V-II-c-10.1.2: Identify figures of speech that show comparison
C. Learning (simile, metaphor, personification)
Competency
At the end of 1 hour discussion with 75% proficiency level, the
Grade 10 students should be able to:
D. Learning
Objectives 1. Identify the figure of speech used in a given poem;
2. Use figure of speech in their own writing; and
3. Practice the use of figure of speech to show comparison.

KBI/Valuing: To help students to grow and apply their knowledge

in real life situation.

II. Figure of Speech: Simile, Metaphor,

CONTENT/TOPIC Personification
III. Learning
Resources
A. References K to 12 Curriculum Guide (May, 2016) p.
152
1. Teachers Guide Teacher‘s Guide p.10
Pages
2. Learners Material
Pages
3. Textbook Pages pp. 26-30
4. Additional Materials Laptop, Instructional Materials, worksheets, and speaker.
from Learning
Resource (LR) Portal

B. Other Learning
Resources
IV. Procedures Teacher’s Activity Student’s Activity

Preliminary Activities • Greetings

“Good morning class!”

“Good morning sir”

“How are you today?”

“We are doing good sir”.

“Did you have your breakfast this

morning?”
“Yes, sir”
“Very good!”

• Prayer

“Please stand for a prayer,

Mark kindly lead the
prayer.”
Mark: “Let us all bow our
head and feel the presence of
the Lord.
Father God,
Come be with us today.
Fill our hearts with joy.
Fill our minds with learning.
Fill our classroom with
peace. Fill our classroom
with love. These we ask in
Jesus Name we pray.
“Amen”

“Before you take your seats,

please pick up the pieces of
trash under your chairs and
arrange your chairs
properly.”
• Addressing student’s special
needs:

“So, can everybody see my

presentation? If ever you’re not
comfortable with your seats, you are
all allowed to transfer in other
chairs. And to those who wants to
pee, you can go out and pee first
before I can start my discussion. Is “Yes sir”
that clear?”

• Checking of Attendance:

“Class monitor, secretary who is Secretary: “No one is

absent today?” absent sir”

“Very good”

• Classroom Rules:

“Okay so before we formally start

our discussion, let’s recall first our Students: “Classroom Rules:
classroom rules. What are those?” 1. Listen attentively.
2. Keep quiet unless you are
asked to speak.
3. Respect each other.

• Checking / Passing of
Assignment

“Last meeting, I gave you an

assignment. Kindly pass it in front
silently and without standing.” (Students passed their
assignment silently)
A. Reviewing previous • Review
lesson and/or
presenting the new
lesson. (ELICIT)
“Before we proceed to our lesson
for today, can someone recall what
have we discussed last meeting?”
(Students raise a hand)
Yes, Aivie.
“Last meeting I discussed
the elements of a short story
and their respective
meanings, sir.”

Alright, thank you, Kyla! It just

shows that you really listened well
in our previous meeting.

• Drill

“Now I have here a ball, I want you

to pass it to the whole class and
when the music stops, the student
holding it must answer the
corresponding question.
Understand?”

Instruction: Clap your hands 3 times

if the answer is correct and stamp
twice your feet if otherwise

“Okay, let’s start.”

(Students are passing the
ball)
(The music stop)

“Okay Gerald, kindly stand up.”

“Now what is your answer?”

What is a fictional person or
entity that plays a central role in
the story?
 Gerald: “It is a character,
sir.”

“Is Gerald’s answer is correct?”

(Students clap their hands)
“Very good! now let’s continue.”
(Students are passing the
ball)
“Okay Nieva, kindly stand up.”

“Okay, what is your answer?”

Nieva: “It is the setting, sir.”

“Is Nieva’s answer is correct?”

(Students give thumbs up)

“Very good! now let’s continue for

the last one.”
(Students are passing the
ball)
“Aive, kindly stand up.”

“Okay, what is your answer?”

Aive: “It is called the theme,

“Very good! Aive” sir.”

“Now, is there any question related

to our previous lesson?”

Students: “None, sir.”

“Very good! It feels great that you
still remember our lesson last
meeting.”
B. Establishing a
purpose for the lesson. • Motivation
(ENGAGE)
“Your participation proved that you
really understood our previous
lesson. Now, let us move on to our
lesson for today. But, we will first
have a game. Are you familiar with
the game 4 pics, 1 word?

That’s good! Because we will have a

game similar to that one. This game
is called 2 pics, 1 phrase. I’m going
to show pictures and you are going
to guess what phrase was being
presented on the picture. Is that clear
class?
“Yes, sir!”
.”
(The teacher will show the pictures)

“That’s a “piece of cake”,

sir!”

Very good! How about this?

“Break a leg”, sir!

Correct! Lastly...

That’s “butterflies in my
stomach”, sir!

Very good class! Now, what have

you noticed about our activity?
(Student's possible answer)
I have noticed that the
pictures are interpreted
 literally and figuratively.

Very good, Mary!

Our activity has something to do

with our lesson for today which is
all about the Figures of Speech.

C. Presenting “I have prepared three examples

examples/instances of here one for each type of figures of
the new lesson. speech. Take a thorough look on
each one of them. What do you
notice?“

(Dianne paste the letters on

the board)

Demi: “Operations of
Integers sir.”

“ Objectives:

1. Define integers;
2. add and subtract
integers.
3. Solve real-life
situations involving
addition and
subtraction on
integers.

“Yes, Vannesa?“
“I think they’re all used for
comparison, sir.“
“Very good, Vannesa! Now do you
know how to identify these figures
of speech? “
“No, sir.”
 “Alright. In order for us to identify
and use these figures of speech, we
will now proceed to our discussion.”

“But first, let’s read our learning

objectives.”
Objectives:
1. Identify the figure of
speech used in a given
poem;
2. Use figure of speech
in their own writing; and
3. Practice the use of
figure of speech to show
comparison.

D. Discussing new “Our topic in this afternoon is about

concepts and practicing the common types of figures of
new skills #1. speech. Figures of speech are like
(EXPLORE) language tools that make what we
say more interesting and colorful.
Instead of saying things literally, we
use creative ways, like comparing
one thing to another or giving
human qualities to objects. It's a bit
like adding fun and imagination to
our words!“

Common Types of Figures of

Speech

The first type of figure of speech is

Simile.
“Will you please read the definition
of Simile, Dianne?” “A simile is a figure of
speech that compares two
things using the words
"like" or "as."
“Alright, thank you, Dianne! So,
Simile, is simply comparing two
things using the words "like" or
"as." For example, “Her smile was
as bright as the sun, lighting up the
room with warmth and happiness.”
We can also have, “The water
sparkled like a sea of
diamonds in the
sunlight.”
“So, if there are any “as” and “like”
in sentences that are comparing two
things, it’s likely Simile. Are we
clear on that, class?“

“Do you have any questions?” “Yes, sir!”

“Moving on to the next figure of “None so far, sir!”

speech, which is the Metaphor. Can
everybody please read?“

“A metaphor is a figure of
speech where we say
something is another thing
to show a similarity
between them, without
using "like" or "as”, unlike
“Thank you for that. Metaphor is Simile.”
comparing two things without
using "like" or "as.” For instance,
saying "time is a thief" compares
time to a thief without using the
words "like" or "as." Another
example could be, “Her voice is
music to my ears.” Or, “The
assignment was a mountain of
work.”

“Now, can you give me an example

for Metaphor?”

“Yes, Mark?” “Time is a relentless river,

always flowing forward.”

“Thank you for the wonderful

example, Mark! Who else would
like to answer?”

“Yes, Angelica?” “Love is a fragile flower; it

needs care and attention to
bloom.”

“Thank you, students. I think you

now understand what Metaphor is.
Do you have any questions?” “None so far, sir”.

“Okay, let’s proceed. The last figure

of speech that we are going to tackle
is Personification.”
“Can you please read its definition,
Roy?”

“Personification is a figure
of speech where we give
human qualities or actions
“Thank you. So “giving human to things that aren't
qualities or actions to things that human.”
aren't human.” It's like making
something non-human, like an
object or an animal, act or seem
like a person to make our writing
more interesting and lively. For
example, saying "the flowers
danced in the breeze" gives flowers
the human-like ability to dance. We
can also say, "the wind whispered
through the trees," gives the wind
the human ability to whisper.”

“Can you give me a few examples

for personification, class?”

“Yes, April?”

“The old house groaned as

“That’s a good example, April. if it remembered the stories
What else?” of its past.”

Yes, Inice?

“The sun smiled down on

Very good class! I think you’ve the children playing in the
understood our lesson so well. Can park.”
we have another activity?

 PASS THE BALLOON “Sure, sir!”

“ Now, our next activity is called

pop the balloon.”

“You can form a group according to

your skills and talents.”

“Are you ready?”

“ Alright, so let us now read the “Yes, sir!”
mechanics of this game.”

The Mechanics:
1. Form a circle with your group.
2. When the music starts, then you
will pass the balloon to other
groups.
3. When the music stops, whoever
hold the balloon will answer the
corresponding question.

“ Let’s start.”

(The music stop)

(Students are passing the

“Alright, Group 1 got the ball and balloon)
here is your question.”

Group 1
“Simile, Metaphor, and
Personification, sir.“
“Correct!, now let’s continue.”

“Music is playing”

(The music stop)

“The Group 2 got the balloon”

 “Excellent! Let’s continue”
Metaphor, sir!
“The music is playing “

“The music stops”

“The Group 2 got the balloon”

Personification, sir!
“Very good, class! Now let’s give
yourselves an EYY clap.”

“And to test your understanding

about figures of speech, I have (Students do the EYY clap)
prepared a fun activity for you.”

E. Discussing new “Our activity is called

concepts and practicing FIGURATIVE LANGUAGE
new skills #2. SCAVENGER HUNT. I will group
you into three, wherein your groups
will be named: Simile Station,
Metaphor Maze, and
Personification Playground
respectively. Prepare as well your
papers and markers.”

“For group one, you will choose an

object, it can be a book, a bicycle, a
cloud— any object. Then, create a
simile to describe the chosen
object, comparing it to something
unrelated in a creative and
imaginative way.”

“Group two, you will be tasked to

think of an abstract concept like
love, time, courage. You are to craft
a metaphor that captures the essence
of that concept, relating it to
something entirely different.”
“Lastly, group 3, you need to select
a natural element—the sun, wind, or
a river. You are to personify this
element, giving it humanlike
qualities and characteristics.”

“You are only going to make one

example, write it down on your
paper, and raise your papers once
you’re done. Time starts now!”

(Group 1 raises
“Kindly read your example group their paper)
1.”

"The old book on the shelf

was like a time capsule,
holding within its pages the
echoes of long-
forgotten voices and the
whispers of bygone eras."
This is a simile that
compares the old book on
the shelf to a time capsule.
The comparison highlights
the book's ability to
preserve and encapsulate
elements of the past. The
"echoes of long-forgotten
voices" and "whispers of
bygone eras" evoke a sense
of nostalgia and history,
emphasizing the richness
within the book.”
“What an impressive example and
explanation from our first group!
How about the others?”

"The Sun, with a radiant

smile, stretched its golden
fingers across the waking
sky, scattering warmth and
joy to every corner of the
world. Its cheerful beams
danced playfully, chasing
away the shadows of the
night as it embarked on its
daily journey, a tireless
 traveler painting the canvas
of the day with hues of dawn
and dusk." This passage
personifies the sun,
describing it as a”
What an admirable example you
have there, Group 3! Lastly, Group
2?

"Love is a vast ocean, its

depths holding mysteries
and treasures, its waves
both gentle caresses and
powerful forces shaping the
shores of our lives." Here,
love is compared to an
ocean, showcasing its
vastness, depth, and the
variety of experiences it
offers. The metaphor
suggests that like an ocean,
love can hold both beauty
and unpredictability,
embodying a range of
emotions and experiences
within its expanse.”
“As expected, all of you
demonstrated a profound
understanding of our lesson for
today. Your efforts of constructing
examples and explaining it are
highly commended. You’ve done
really well! However, this is not yet
the end. To test your individual
comprehension with regards to our
topic, I am going to give you a
quick assessment.”

“Are you ready?”

“Yes, sir!”

F. Developing Mastery “So as we are done with our group

(Leads to Formative activity, I have here a worksheets
Assessment). and I want you to answer this. I will
(EXPLAIN) only give 5 minutes. Finish or not,
you have to submit or else I will not
accept that. Understood?”
“Yes sir”
 Name: Grade & Section:

Instruction: Identify if the sentences are

Simile, Metaphor, or Personification.

1. His words were a soothing balm for

her wounded heart.
2. The old car groaned and protested as
it climbed up the steep hill.
3. Time marched on, leaving its
footprints on the face of the ancient
clock.
4. She was as busy as a bee, flitting from
one task to another.
5. The night sky sparkled like a
diamondstudded velvet blanket.

“Times Up! Submit your papers.”

(Students submit their paper)

G. Making “Again what is Figure of Speech?” (

generalization and Students raise a hand)
abstraction about the
lesson. “Yes, Lester”
(ELABORATE) Lester: “Figures of speech
are like language tools that
make what we say more
interesting and colorful.
Instead of saying things
literally, we use creative
ways, like comparing one
thing to another or giving
human qualities to objects.”
“Exactly! Then what are those
common types on figure of speech?
(Students raise a hand)

“Yes, Shiella”
 Shiella: “Simile, Metaphor
and, Personification sir.”

“Correct! Okay it is a figure of

speech that compares two things
using the words "like" or "as."
(Students raise a hand)

“Yes, April”
April: “Simile sir.”

“Excellent April, how about if is a

figure of speech where we say
something is another thing to show
a similarity between them, without
using "like" or "as”, unlike Simile.”
(Students raise a hand)

“Yes, Kenneth”

Kenneth: “Metaphor sir.”

Wow! What a brilliant answer

Kenneth!

“Wow great thoughts. I am

impressed with all of you.”

H. Finding practical “Once again, class, figures of

applications of speech add depth, color, and
concepts and skills in vividness to language, making
daily living. communication more engaging and
expressive.”

“In communication, they make

conversations and writing more
interesting, allowing us to paint a
clearer picture or convey emotions
vividly. In understanding, they aid
in conveying complex ideas more
effectively, helping others grasp
concepts through relatable
comparisons or descriptions. In
 creativity, they encourage creative
thinking, allowing us to see
connections between seemingly
unrelated things, fostering
innovation and imaginative
expression. In emotional impact,
they evoke feelings and create
memorable experiences, enabling
us to connect with others on a
deeper level through shared
imagery or emotions. Figures of
speech can also enhance
persuasion, making arguments
more compelling and helping to
convey complex ideas in a more
relatable manner. They are also
crucial to cultural expression,
contributing to the richness and
diversity of language across
different communities. Lastly, in
literature, they contribute to the
artistry of writing, adding layers of
meaning and creativity to literary
works.”

“Overall, figures of speech enhance

our ability to communicate
effectively, fostering a deeper
understanding and connection in
various aspects of life.”
I. Evaluating learning.
(EVALUATION)  Quiz

In a ½ crosswise, your task is to

create three sentences each for
Simile, Metaphor, and
Personification.

RUBRICS:

Creativity (0-4 points):

Simile:

0 points: No simile present.

1-2 points: Simile is present but
lacks creativity or originality.
3-4 points: Simile is creative,
imaginative, and adds depth to the
comparison.
Clarity (0-3 points):
0 points: Simile is unclear or does
not effectively convey the intended
comparison. 1-2 points: Simile is
somewhat clear but could be
improved for better understanding.
3 points: Simile is clear, vivid, and
enhances understanding.

Metaphor:

Appropriateness (0-4 points):

0 points: No metaphor present.
1-2 points: Metaphor is present but
may not be entirely appropriate or
fitting.
3-4 points: Metaphor is fitting, well-
chosen, and effectively enhances the
meaning.
Impact (0-3 points):
0 points: Metaphor lacks impact
and does not significantly
contribute to the expression. 1-2
points: Metaphor has some impact
but could be more powerful.
3 points: Metaphor is powerful,
evocative, and adds depth to the
statement.

Personification:

Imagery (0-4 points):

0 points: No personification
present. 1-2 points: Personification
is present but lacks vivid imagery
or creativity.
3-4 points: Personification creates
vivid imagery, adding a unique and
imaginative element.

“I will give you 10 minutes to

answer.”

“Time’s up pass your papers.” (Students submit their

papers)
J. Additional Activities “So before we end our class, kindly
for application or copy your assignment. Pass it next
remediation. meeting.”

• Assignment

For our last activity which will

serve as your assignment, I am
going to give you two choices in
which way would you prefer to get
this assignment done.

The first one is Visual Arts

Integration. In this option, you are
going to create an artwork
(paintings, drawings, collages) that
represent similes, metaphors, or
personifications that you have
encountered.

“Is there any questions regarding on

your assignment?”
Students: “None sir”

“If none, that’s all for today.

Goodbye class!”
Students: “Goodbye sir!
Thankyou.”

V. REMARKS
VI. REFLECTION MALES FEMALES
A. No. Of learners who
earned 75% on the
formative assessment.
B. No. Of learners who
require additional
activities for
remediation.
C. Did the remedial
lesson worked? No. Of
learners who have
 caught up with the
lesson.
D. No. Of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why did
this work?
F. What difficulties did
I encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share teachers?

Prepared by: Checked by:

JOHN DYLE M. GENOBIAGON CHINO C. PIJO
Pre-service Teacher Course Instructor