K to 12 CURRICULUM
DAILY LESSON LOG
FOR
DEMONSTRATION
TEACHING
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
IV. PROCEDURES
A. DAILY ROUTINE /
Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson (Indicator 2, 4
and 6)
C. Presenting
examples/instances for the
new lesson (Indicator 1 and
6)
Atimonan National Grade 8 ROSAL
Comprehensive High School Level/Section
Teacher Joscelle Joyce L. Rivera Learning Area English
Teaching Dates October 11, 2019 Quarter Second
and Time 7:00-8:00 am
The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature;
relationship of visual, sensory, and verbal signals in both literary and expository texts; strategies in listening to long
descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical signals or
expressions suitable to patterns of idea development.
The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a
variety of effective paragraphs, appropriate grammatical signals or expressions in topic development, and
appropriate prosodic features, stance, and behavior.
EN8V-IIe-24: Discriminate between literal and figurative language.
Objectives:
1. Define literal and figurative language;
2. Show appreciation on how literal and figurative language are used in communication;
3. Discriminate between literal and figurative language in the sentences through varied learning activities.
Literal and Figurative Language
1. K to 12 Curriculum Guide (May, 2016) pp. 2.
2. www.google.com,www.ereadingworksheets.com/figurative-language/
K to 12 Curriculum Guide (May, 2016) pp. 2.
Learner’s Module (page 40-44)
https://www.slideshare.net/janinetantengco/literal-and-figurative-language-78480448
1. Prayer
2. Greetings
3. Classroom Management (Indicator 5)
“Before you take your seats kindly arrange your chairs properly and check if there are trashes around you.”
Explain the students about the “Marble Jar Reward System” during class activities and discussions.
3. Checking of Attendance
“Is there any absentees for this day?”
4. Brief Review: Pictures of the plot of the Vanity of the Rat will be shown and the teacher will ask questions
about it.
Introduction:
In speaking, we can express ourselves and our ideas straightforwardly by using the words or phrases that we
exactly mean. On the other hand, we can also say it in an imaginative way to create an image or suggest an idea.
Task 1: Big Group Activity: Guess the song (for Musically Inclined Learners)
Directions: The teacher will divide the class into five groups. She will play songs which have figures of speech and
literal language on its lyrics. If a group knows the answer altogether they should stand. Whoever group guess the
title of the song will get a point. (As the songs are guessed, the teacher will post the lyrics of the songs which has
the figures of speech and literal language on its respective column)
The songs have literal language, Simile, Metaphor, Personificiation, Hyperbole and idioms on its lyrics.
____ ____ ____ ____ ____ ___ ___ LITERAL ___ ___ ___ ___ ___ ___ ___ ___
6+6 15-6 10+10 2+3 9x2 1÷1 6x2 3x2 3x3 4+3 7x3 9x2 1÷1 10+10 15-6
____ ___
44-22 10-5 FIGURATIVE
Very Good! Based on the activity our lesson for today is…?
Literal and Figurative Language
Now to be able for us to dig deeper into figures of speech and literal language, let us have this activity.
Task 2. Individual Activity: Classify ‘Em (for Linguistically Inclined Learners)
Directions: The teachers have two columns in front. (examples for each are given) The students will be the one to
guess which is example of literal language and which is for Figure of Speech.
Here are some examples:
Literal Figurative
Grass looks green The grass looks like spiky green hair. (simile)
Jamie runs as fast as the wind.
Sand feels rough Sand is solid water. (metaphor)

D. Discussing new concepts
and practicing new skills #1
(Indicator 4 and 6)
E. Discussing new concepts
and practicing new skills #2
(Indicator 4)
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
(Indicator 4 and 6)
The flower smells sweet. The flower has the sweetest smelling petals in the
world. (hyperbole)
Grasshoppers make a high pitched noise. Grasshoppers are fiddlers who play their legs.
(personification)
Literally: words function exactly as defined.
Figuratively: figure out what it means.
After labeling the literal and figurative language, let us look into figurative language. At the right side, are
examples of figurative language… (the teacher will discuss the figures of speech to be able to come up with the
meaning for each.)
[Simile (compares two things with the use of like/as) Metaphor (a figure of speech using direct comparison)
Hyperbole (exaggeration) and Personification (giving human characteristics to a non-living thing)
“There is another figurative language that we discuss last quarter. Take a look at this activity.”
Task 3: Individual Activity: Name (for Visual/Spatial Inclined Learners)
Directions: The teacher will post pictures on the board and let the students formula the phrases based on them by
filling out the missing letters.
1. W_en pi_ _s f_y 2. _ain_n_ ca_s and _o_s 3. t_ _ e f_ i_ s
Base from our topic last quarter, what do you call these examples? Idiomatic expression is an expression, word, or
phrase that has a figurative meaning. Example: spill the beans - tell a secret. ―My three-year-old spilled the
beans about the surprise birthday party we were planning.‖ break a leg- something you say to someone you want to
wish luck on. ―Is tonight your big performance? Break a leg!
Can you still remember the idioms that we discuss last time?
Task 4: Pair Activity
Directions: The students will look for their partner, then read and answer the activity below. (1 minute will be
allotted for this task) Write DM on the blank if the sentence before the number is expressing a direct meaning and
HM if there is a hidden or another meaning.
HM1.I‘m so hungry, I could eat a horse.
DM 2. He was late to dinner.
DM 3. The field is calm and quiet.
HM 4.The sky is full of dancing stars.
DM 5.I stayed up late last night, I‘m so tired!
Task 4B Students will answer the following questions orally.
1. How did you arrive with your answers?
2. Do you have a clue in identifying sentences with direct meaning? If so, what is it?
3. Do you have a clue in identifying sentences with hidden meaning? If so, what is it?
In speaking, we can express ourselves and our ideas straightforwardly by using the words or phrases that we
exactly mean. On the other hand, we can also say it in an imaginative way to create an image or suggest an idea.
Task 5: (for Actors and actresses in class)
The teacher will ask volunteer students who would like to re-enact or utter the lines which will be given by the
teacher which comprises of some of the figures of speech tackled. Afterwards, she will ask questions that will lead
to showing appreciation on how literal and figurative language are used in communication.
Daughter: Mom? I’m home. I’m so tired. I’m so hungry I could eat a horse.
Mother: Here have some pie, cooking this is just a piece of cake.
Daughter: Aww mom thank you this tastes like heaven.
Mother: Of course, I love you forever.
Based on the conversation how can you now decipher the importance of using literal or figurative language?
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
(Indicator 3)
J. Additional activities for
application for remediation
V. REMARKS
VI.REFLECTION
Based from the discussion of the lesson and the activities given, differentiate literal language and figurative
language.
Task 6: Task 6: Tell whether the sentences in each number used literal or figurative language. Write L on the
space before the number if literal and F if figurative.
_______1.Cathy‘s favorite snack is bread and butter.
_______2. I worked as a bartender for a year, and it was the tips that were my bread and butter.
_______3.This assignment is a piece of cake.
_______4.I saw him yesterday because we rode in the same boat.
_______5.She's always complaining that she doesn't have enough money, but we're all in the same boat.
_______6. Her eyes are as blue as the sky.
_______7. The sky is blue for the weather is fine.
_______8. The young lady is beautiful like a fairy.
_______9. The baby slept in lap of its mother.
_______10. I looked for Mary and Samantha at the bus station.
Answer Key:
1.literal 2. Figurative 3. Figurative 4. Literal 5. Figurative 6. Figurative 7. Literal 8. Figurative 9. Literal 10. Literal

A. No. of learners who

earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
C. No. of learners who
continue to require
remediation
D. Which of my teaching
strategies worked well?
Why did these work?
E. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
F. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

JOSCELLE JOYCE L. RIVERA

Teacher I

Checked:

HERBERT N. DOCE
Master Teacher I

Noted:

MERCEDES R. INFANTE
Head Teacher III, English Department