OLIVAREZ COLLEGE

Dr. A. Santos Ave, San Dionisio, Paranaque City

COLLEGE OF EDUCATION
PACUCOA Accredited

DETAILED LESSON PLAN IN ENGLISH 7

I. LESSON OBJECTIVES

At the end of the lesson, the students will be able to:

A. define the fundamental figures of speech and how they are used;
B. manifest interest in interpreting/explaining figures of speech; and
C. create a meaningful song or poem applying the figures of speech in the lyrics.

II. SUBJECT MATTER

Topic: Figures of Speech

Materials: PowerPoint Presentation, Whiteboard & Pictures

References: https://www.englishclub.com/vocabulary/figuresofspeech.htm
https://www.toppr.com/guides/english/vocabulary/figures-of-speech

Values Integration: Apply the figure of speech “euphemism” in day-to-day conversation

so as not to offend/upset anybody.

III. PROCEDURE

Teacher’s Activity Student’s Activity

A. DAILY ROUTINE

1. Greetings

“Okay, good morning class!”

 (Only few students respond)

“Good morning, Sir Jomel!”

“Again, good morning Grade 7 -
Abraham!”
(All students respond loudly)

“Good morning, Sir Jomel!”

 Opening Prayer

“Alright. Before anything else, let’s have

a prayer first. Lester, can you lead us in
prayer? Please come in front.”

“Okay, sir.”

(Students pray)
 Checking of Classroom

“So, before you take your seats, kindly

pick up the pieces of papers under your
chairs and remove all the unnecessary
stuff on your desks that are not related to
this subject.”
(Students pick up the papers under their
chairs and put their other stuff in their
bags)
 Checking of Attendance

“Alright. Like we usually do, let’s have

the attendance report. Group 1 leader,
you go first.”
“Good morning, everyone. I’m happy to
tell you that all of my groupmates are
present today.”

(All the groups do their attendance report)

“Class, can you give yourselves a big
hand for having a perfect attendance
today?”
(The whole class claps)
“I hope that until the end of this quarter,
you will maintain that good record.
Okay?”
“Yes, sir!”
 Simple Recall

“Yesterday we continued our discussion

about the tenses of verbs, right?
“Yes, sir.”
“And Angelo shared in his report the
present perfect tense of a verb. Lyra, can
you please stand up?”
(Lyra stands up)
“Can you give us an example or a
sentence that shows a present perfect
tense of verb?”
“I have cleaned the room.”
“Okay, very good! What else, Dolly?”
“We have presented our work creatively.”
“Another one, Bruno?”
“She has forgotten her project.”
“Very impressive examples. So again,
what is present perfect tense? Yes,
Crispin?”
“Present perfect tense refers to an action or
state that either occurred at an indefinite
time in the past or began in the past and
continued to the present time.”
“Very well said, Crispin.”

 MOTIVATION

“Okay, I think that’s enough for that

topic. And today we are going to have
another lesson, an interesting one. Class,
are you ready for our next lesson?”
“Yes, we are, sir!”
“Alright. But before we start to discuss
that, let us first have a group activity.”
(Students listen attentively)
“Leaders, kindly gather your members.
Okay, each group will be given 2
pictures and a set of questions. You only
have 5 minutes to finish the task. After
that, there should be one representative
from each group to present and explain
your answers to the questions in front of
the class. Are we clear with that?
“Yes, sir!”
“Now, go to your respective groups and
work silently. Your timer starts now.”
(Group leaders gather their members and
start working silently)
Group 1

Group 2

Group 3

Group 4

Group 5
 Questions:
 What have you observed in the
pictures for each set?
 Why do you think the colored picture
is more attractive than the ‘black and
white’ picture?
 How do colors make something more
interesting and meaningful?
(After the given time, group representatives
present their answer for the questions)

(Students’ answers may vary)

“The first picture is more beautiful than the

second one. The colored picture appears to
be more attractive because of its colors.
Colors give life to the pictures so it
becomes interesting and meaningful.
“Okay, job well done class. You may
now go back to your original seats so that
we can proceed with the discussion.”
(Students go back to their seats)
“You know what class, the reason why I
gave you this activity is that, those
pictures have something to do with
figurative language. In our discussion
last week, how do we define figurative
language, Ericson?”
“Figurative language helps the writer paint
a picture in the readers’ mind.”
“Great, Ericson! Class, in grammar, you
can also make your words, your
sentences and your statements more
meaningful and interesting (just like what
the colors did to the pictures) by using
figurative language.”

B. LESSON PROPER

(Show the first slide in the PowerPoint)

“Joel, can you read what’s in the slide?”

(Student reads the slide presentation)
 “Figurative language is a broad category
that includes figures of speech as well as
sound devices and imagery. Figures of
speech fall into the broader category of
figurative language, which includes words
that are non-literal in their meanings as
well as words that evoke sensory reactions
in readers (imagery) or use sound devices
to enhance the meaning of a phrase or
sentence.”
“Alright. So, for today’s lesson, class, we
are going to talk about one topic under
figurative language which is the?”

(Students answer loudly)

“FIGURES OF SPEECH!!”
“Okay, you got it right! But before that
class, I just want you to know that after
this lesson, you students must be able to
achieve the following objectives. Karyl,
can you read the first objective?

(Karyl reads the first objective)

“Define the fundamental figures of speech

and how they are used.”

(Another two students read the other

two objectives)

“Manifest interest in interpreting/

explaining figures of speech.”

“Create a meaningful song or poem

applying the figures of speech in the
lyrics.”

“Is that clear, class?”

“Yes, sir!”
 “Good. Okay, so now let’s proceed to our
topic. Class, today I’m going to read a
very short story and I want you to listen
attentively.”

(Students start listening to the story)

Toby’s Story (Original Version)

Toby was lost. He is already crying. He must

have wandered off from his family during their
morning hike because around noon he realized
that he was all alone in the middle of the woods.
He was definitely anxious to find his family
before evening. The thought of spending a night
in the woods alone was a scary one. Taking a deep
breath, Toby walked on.

“Alright. Class, did you understand my

very short story?”
“Sir, can you read it again?”

“Oh, okay! Okay. Class, I will read it for

the last time, please listen carefully.”

(Teacher reads the story again) (Students listen attentively)

“Okay class, this time, did you

understand the story?”
“Yes, sir.”
“But class, when I read the story, I find
very simple and plain. So, I revised it. Do
you want to hear the exact same story but
the revised one?”
“Sure, sir.”

Toby’s Story (Revised Version)

Toby was totally lost, as any needle in a stack

of hay. He already cried a bucket of tears finding
his way home. He must have wandered off from
his family during their morning hike because
around noon he realized that he was alone in the
middle of the wide whispering woods. Birds
twittered and tweeted from the sky-scraping
branches of trees, but there was no sound of his
family. “Mom! Dad!”, he screamed. He was as
anxious as a fish out of water to find his family
before evening. The thought of spending a night
in the woods alone was one that made his heart
dance a fearful frenzied jig in his chest. Heaving
a sigh, Toby tiredly trudged on.

“Now, what did you notice about the

revised version of the story? Yes,
Andrew.”

“Sir, it is longer than the first one.”

“Oh, obviously. What else, class? Aside
from the length of the story, what else
did you notice about the two versions of
the story?”
“Sir, on your revised version of the story,
you added some words to describe the
events in the story.”

(Students’ answer may vary)

“Alright, class. These words that you are
talking about that I added are the figures
of speech. Boys in the last row, can you
read the definition of figures of speech
on the slide?”
(Boys in the last row read the definition)

Figures of Speech:

 are words or group of words having

different meanings than its literal
meanings.
example: Toby cried a bucket of
tears.

 are used to say one thing in terms of

something else.
example: “passed away instead of
“died”

 are very useful in giving a more

detailed and accurate description.
 example: skyscraping branches of
trees

“Class, actually, there are tons of figures

of speech you can find in English
language and literature. But today, we
will only discuss the eight most
commonly used ones. Students in the
second row, can you give one figure of
speech that you are familiar with?”
(Students’ answer may vary)

“Okay students, nice try. Now, let’s

discuss your answers one by one.

1. Simile

A simile is a comparison of two unrelated

objects with the use of as or like.
Sometimes you make comparisons. When
you say that the explanation is as clear as
crystal or the baby’s skin is like a rose
petal, you are making a comparison
between two unrelated objects whose only
similarity is in the clearness (of crystal) or
the smoothness (of the baby’s skin and
that of a rose petal).

“Just like in the story that I read a while

ago, there’s a sentence there ‘Toby was
totally lost as a needle in a stack of hay.’
Class, how are you going to explain or
interpret that?”
“Sir, before that, what is ‘hay’?”
“Class, hays are grass that have been
dried that will serve as food for cows. So,
anyone who can explain that sentence?”

(Students’ answers may vary)

(After hearing the students’ answers, the
teacher gives a concrete explanation of
the sentence so as not to cause confusion
among the students)
 Note: Using “like” or “as” doesn’t make
a simile. A comparison must be made.

- Not a Simile: I like pizza.

- Simile: The moon is like a pizza.

“Now, let’s go to the next one.”

2. Metaphor

A metaphor is a comparison of two

unrelated objects without the use of as or
like. Some comparisons can be made
without using as or like. When you say the
drumming of raindrops on the roof, you
are comparing the sound of raindrops
falling on the roof to the sound of a drum.

Examples:
Time is a thief.
He has a heart of stone.
His head was spinning with ideas.
John is a real pig when he eats.
You are my sunshine.

“So, class, similes and metaphors are both

comparisons of two objects. Their only
difference is that, simile uses ‘as’ and
‘like’ while metaphor doesn’t. Is that
clear, grade 7? Questions?”
“None, sir.”

“Okay, let’s proceed.”

3. Personification

A figure of speech in which an inanimate

object or abstraction has human qualities
or abilities.

“When you speak of things as though

they were persons, you are using
 personification. Personification is giving
human traits to objects or ideas.”

Examples:
The sunlight danced.
The smiling sun.
The flowers dancing in the breeze.
The burned house appears depressed.
Opportunities are knocking at your door.

“Class, this figure of speech is quite easy.

Now, can you give me one example. Yes,
Rhea?”
(Rhea and other few students give their
examples of personification)
“Your answers are very good, class.
Now, this last figure of speech that I will
discuss is not originally included in my
lesson but for some reasons, I will just
discuss it to you.”

4. Euphemism

It is a mild or indirect word or expression

substituted for one that is considered to
be too harsh or unpleasant.

Examples:
‘Pre-loved’ for second hand.
‘Passed away’ instead of died.
‘Sanitation engineer’ instead of
garbage man.
‘Healthy’ instead of fat.

“Class, this type of figure of speech is

very important especially when you are
conversing verbally. We must choose
our words properly so those people who
listen to us will not get offended or upset.
Is that clear, class?”
“Yes, sir.”
“Any questions?”
“None, sir, so far.”

“Alright.”
C. GENERALIZATION

“Since you have you no questions class,

I’ll be the one to ask you. Again, what is
figure of speech, Mariefe?”
“Figures of speech are words or group of
words having different meanings than its
literal meanings.”
“Very good. Angelo, what are the 4
figures of speech that we discussed?”
“The figures of speech that we discussed,
sir, are simile, metaphor, personification
and euphemism.”
“How about you, Crispin, can you give
an example of simile?”
(Crispin gives an example of simile)
“The girl beside Angelo, an example of
metaphor please?”
(The girl beside Angelo gives an example
of metaphor)
“Yes, Nicole, you are raising your hand.
An example of personification?”
(Nicole gives an example of
personification)
“Lastly, who can give the importance of
using euphemism in conversations?”
(Students give their different inputs about
the importance of euphemism)
“Very good, grade 7 – Abraham.”

D. APPLICATION

“This time, we will have an activity.

Form groups with 5 – 6 members. Each
group should compose a poem, a song or
a rap song applying the figures of speech
learned in our discussion. The themes of
your composition could be about family,
education, personal dreams or your
future profession. You will be given only
20 minutes to do that then write it in a
short bond paper. Okay, silently, form
your groups and work collaboratively as
groups.”
(Students start working)
IV. EVALUATION

Directions: Identify the figure of speech used in each sentence.

1. The old stairway groaned with every step we took.

2. I wandered lonely as a cloud.
3. You’re an ant, while I’m a lion
4. The sky misses the sun at night.
5. My heart has turned to stone
6. His father passed away last year.
7. She was a spring flower
8. A registered pilot has a fear of heights.
9. You are becoming a little thin on top
10. A fire station burns down.

V. ASSIGNMENT

Each one should get a pair. Browse the internet and look for a famous song with
figures of speech in its lyrics & print it out. Filter every sentence in the lyrics with
figurative language and write your interpretation for each. Write your interpretations
in a short bond paper to be submitted tomorrow.

Prepared by:
JOMEL L. LEPROZO
BSEd - II