Estee Rose M.

Aljo October 9, 2019

Diploma in Professional Education CTE 13 1:00-4:00 M
PROJECT IN CTE 13 (CURRICULUM DEVELOPMENT)
Parts of the Detailed Lesson Plan Comments/Critique
I. Objectives As for my observation, the lesson
Content Standard: The learner objectives are too many for the given
learning competency. The first and third
demonstrates understanding of the
objective (letters a and c) are not aligned
difference between literal and figurate with the given learning competency. The
language. second objective (letter b) is the only
objective that is aligned with the learning
Performance Standard: The learner
competency. The students are only asked
transfers learning by distinguishing to discriminate between literal and
between and using literal and figurative figurative language, not to use idiomatic
expressions and analyze them. The
language and verbal and non-verbal cues.
teacher should only focus on the
Learning Competency: Discriminate discriminating part of the aforementioned
between literal and figurative language lesson.
(EN7V-II-a-10.1). My revised lesson objective is:
Given an excerpt of a literary text
Lesson Objective: Given an excerpt of a (condition), students (audience)
literary text, the students should be able discriminate between literal and figurative
to: language (behavior) correctly (degree).

a) use idiomatic expressions in different

communication situations appropriately;
b) discriminate between literal and
figurative language; and
c) analyze the connections between the
selected idiomatic expressions and their
personal experiences.
II. Subject Matter For the subject matter, the topic is not
Topic: Idioms/Idiomatic Expressions aligned to the learning objectives. It should
focus on discriminating between literal and
Materials: Visual Aids, Word Aquarium,
figurative language.
Worksheets The topic should be focused on the
literal and figurative language only. The

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 teacher might discuss the definitions and
examples of both languages.
III. Procedures (Teacher’s Activity)
A. Preparatory Activities This section is not included in the
critiquing of the alignment as it serves as
“Good morning class!”
preparatory activities only for the students.
The teacher will pick one student to lead
the opening prayer.

“Kindly lead the prayer, (Student’s name).”

After the prayer, the teacher will ask the

students to pick up pieces of paper and
arrange their chairs.

“You may now take your seats.”

B. Motivation The teacher’s motivation activity is

aligned with the lesson objective. She lets
“Before we start our lesson for this
the students to listen a popular song and
morning, I want you to listen and sing this pin point the figurative language such as
song that I’ve prepared.” idioms.
For a coherent bond between
The teacher will give the instructions of the motivation and objective, the teacher
activity. should let the students find literal and
figurative words, phrases, or sentences on
The teacher will play a popular song and a given song.
the students will try to find words, phrases
or sentences from the lyrics that they think
it shows a figurative meaning. After
listening and singing, each student will
draw from the teacher’s box which
contains various idioms taken from the
song lyrics that was played. They will need
to use it in a sentence.
“Did you understand? If you have
questions /clarifications, don’t hesitate to
ask.”

“Did you enjoy our activity?”

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 C. Review In this section, it is aligned with the
lesson objective as it reviews the different
The teacher will conduct a review on the
types of figures of speech. In this way, it
lesson they discussed from the previous
meeting which was about the figures of helps the students refresh their knowledge
speech. about figures of speech and afterwards,
 Simile they can discriminate between literal and
 Metaphor figurative language.
 Personification
 Hyperbole
He will provide example sentences for
each and conduct an oral activity.
“Please read the following sentences
written on the board/Cartolina and identify
what figures of speech being used.”
D. Lesson Proper

Discussion In the discussion section, it is partially

The teacher will elaborate about
idioms/idiomatic expressions as a form of
figurative language. Provide more
examples of idioms and discuss its origins,
and how its origins relate to the
metaphorical meaning of the phrase.
aligned with the lesson objective as it
presents and discusses idiomatic
expressions as a form of figurative
language. However, it lacks discussion on
the nature of literal language. To improve
this, it should include the discussion on the
literal language, not just focusing on
idioms.

Application In the application section, it is not

aligned with the lesson objective as it only
The teacher will distribute worksheets to presents the distributing of worksheets to
the class. The students will need to the class. The teacher does not
answer it. emphasize on what type of worksheet the
students should answer. She did not
include also the worksheet as an
evidence/proof.

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 IV. Evaluation
The teacher will give another activity. The
students will have to form a group consists
of at least five (5) members. They have to
do a role-play using idiomatic expressions
for a certain situation or occasion.
The teacher will provide rubrics for the said
activity.
In the evaluation section, it is also not
aligned with the lesson objective as it
focused on the application of using
idiomatic expressions in a certain speech
context.
In improving the evaluation, the teacher
should give an activity that is based on
discriminating between literal and
figurative language. It could be an
identification type of assessment based on
a given literary excerpt.

Generalization
In the generalization section, the first
“What do you think is the major difference question is aligned with the lesson
between literal and figurative language?” objective. The teacher asks question
about the major difference between literal
“How does figurative language (idioms) and figurative language. Thus, this shows
make a certain literary text, songs, etc. the discriminating part of the topic.
more artistic?”
However, the second question is not
aligned with the lesson objective because
it only focuses on the figurative language.

V. Assignment In the assignment section, it is aligned

Select your favorite idiom and draw a with the lesson objective. The teacher lets
literal representation of the phrase. the students select a favorite idiom (this
shows as one of the forms of figurative
Draw it on one side of a sheet of paper and language) and afterwards draw a literal
write the idiom on the back. representation of the phrase (this shows
the literal language of the idiom). In this
way, students are now able to discriminate
between literal and figurative language.

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