Instructional Plan

Learning Area: 21st Century Literature from the Philippines and the World Grade level: 11
I PLAN # Quarter: 2 Duration: Date:
120
minutes
Learning Identify the figures of speech in the text Code:
Competencies EN12Lit-IIe-
(taken from Curriculum 27
Guide)
Lesson # 1/Title Figures of Speech (At a Window) Poetry
Key
Concepts/Unders Figures of Speech
tandings to be
developed:
Learning Adapted Cognitive Process
objectives:
Knowledge: The The learner can recall information
fact or condition Remembering and retrieve relevant knowledge Identify the different figures of speech
from long-term memory:
knowing identify, retrieve, recognize,
something with duplicate, list,
familiarity gained memorize, repeat, describe,
through reproduce
The learner can construct
experience or
Understanding meaning from oral, written and Compare and explain the different types of
association. graphic messages: Interpret, figures of speech in literature
exemplify, classify, summarize,
infer, compare, explain,
paraphrase, discuss
Skills Applying The learner can use information
The ability and to undertake a procedure in Illustrate examples of the different figures of
familiar situations or in a new speech
capacity acquired way: execute, implement,
through demonstrate, dramatize,
deliberate interpret, solve, use, illustrate,
systematic, convert, discover
and sustained Analyzing The learner can distinguish
effort to between parts and determine
smoothly and how they relate one to one
another, and to the overall
adaptively
structure and purpose:
carryout complex differentiate, distinguish,
activities or the compare, contrast, organize,
ability, coming outline, attribute, deconstruct
from one’s The learner can make judgments
knowledge, Evaluating and justify decisions: coordinate,
practice, measure, detect, defend, judge,
argue, debate, describe, critique,
aptitude,
appraise,
etc., to do evaluate
something
Creating The learner can put elements
together to form a functional Produce a story line using the different types
whole, of figures of Speech
create a new product or point of
view: generate, hypothesize,
plan design, develop, produce,
construct,
formulate, assemble, devise
Attitude A settled way of thinking or feeling about someone or
something, typically one that is reflected in a person’s
behavior
Values (RA 8491)
A learners’ principles or
standards of behavior;
Maka-Diyos
one’s judgment of what is
important in life
Maka-Tao
Go beyond learner’s life on
earth, include more than
Makakalikasan
wealth and fame, and
would affect the eternal
destiny of millions Makabansa
Resources List all resources
needed
Introductory Activity:
(10 minutes)
This part introduces the lesson content, although at
times optional, it is usually included to serve as a
warm-up activity to give the learners zest for the
incoming lesson and an idea about what is to follow.
One principle in learning is that learning occurs when
it is conducted in a pleasurable and comfortable
atmosphere.
Activity
(10minutes)
This is an interactive strategy to elicit learner’s prior
learning experience. It serve as springboard for new
learning. It illustrates the principle that learning
starts where the learners are carefully structured
activities such as individual or group discussion, self
or group assessment, dyadic or triadic, interactions,
puzzles, simulations or role play, cybernetics
exercise, gallery walk and the like may be created.
Clear instructions should be considered in this part of
the lesson.
Analysis
(20 minutes)
Essential questions are included to serve as a guide
for the teacher in clarifying key understandings
about the topic at hand. Critical points are organized
to structure the discussions allowing the learners to
maximize interactions and sharing of ideas and
opinion about expected issues .Affective questions
are included to elicit the feelings of the learners
about the activity of the topic. The last question or
points taken should lead the learners to understand
the new concepts or skills that are to be presented in
the next part of the lesson.
Abstraction
(30 minutes)
This outlines the key concepts, important skills that
should be enhanced, and the proper attitude that
should be emphasized. This is organized as a
lecturette that summarizes the learning emphasized
from the activity, analysis and new inputs in this part
of the lesson.
Application
(15 minutes)
This part is structured to ensure that commitment of
the learners to do something to apply their learning
in their own environment.
21st Century Literature from the Philippines and the World (Rex) Book,
Google
METHODOLOGY
The teacher will post famous lines from different songs
‘I’m stuck in the dark but you’re my flashlight”
“Like a bridge over troubled water, I will lay me down”
“Your love is like a sun, that lights up my whole world, I feel the chill inside
“I’m freezing in the sun, I’m burning in the rain, the silence I’m screaming
calling out your name”
1. Then the teacher will ask the students, what do you think is the
common word to describe the lines?
2. How do you call them?
3. Then the teacher will introduce the topic Figures of Speech.
The class will be divided into 4 groups. Each group will be given types of Figure
of Speech to be discussed through a Gallery Walk.
Group 1- metaphor, simile, apostrophe and personification
Group 2- irony, hyperbole, synecdoche, oxymoron
Group 3- litotes, metonymy, paradox
Group 4- understatement, antithesis and assonce and alliteration
Eacg group will be given notes from the teacher for them to study and discuss.
Then they will do the Gallery Walk. Each group shall have a leader, reporter,
attendance keeper and scribe.
Each group’s reporter will discuss the definition of the type of figures of speech
assigned for them to discuss and their examples in front of the class.
Group 1- metaphor, simile and personification
Group 2- irony, hyperbole, oxymoron
Group 3- litotes, metonymy, paradox
Group 4- understatement, antithesis and assonce and alliteration
Then the teacher will let the students read the poem entitled “At a Window”.
The poem will be used as a spring board to identify figurative language in a
literary piece.
“At a Window”
Give me hunger,
O you gods that sit and give
The world its order.
Give me hunger, pain and want,
Shut me out with shame and failure
From your doors of gold and fame,
Give me your shabbiest, weariest hunger!
But leave me a little love,
A voice to speak to me in the day end,
A hand to touch me in the dark room
Breaking the long loneliness.
In the dust of day-shapes
Blurring the sunset,
One little wandering, western star
Thrust out from the changing shores of shadow.
Let me go to the window,
Watch there the day-shapes of dusk
And wait and know the coming.
The teacher will pick out some lines expressing figurative meaning.
She will discuss the different types of Figures of Speech.
The teacher will ask the students to pick out figurative lines and the students
will identify further as to what type of figure of speech is the line chosen.
“Give me hunger,
O you gods that sit and give
The world its order.”
--Apostrophe
 A voice to speak to me in the day end,
A hand to touch me in the dark room
---Synechdoche
Assessment
(10 minutes) The class will be grouped into 5 groups. Each group will make a story line or
For the teachers to:
1.Assess whether learning objectives have been met poem applying the different types of Figures of Speech
for a specified duration
2. Remediate and/or enrich learning intentions and
success criteria have been met.
( Reminder: Formative assessment may be given
before, during, or after the lesson)
Assignment
Reinforcing/strengthening
The days lesson
Enriching/inspiring the day’s
lesson
Enhancing/improving the day’s
lesson
Preparing for new lesson
Concluding Activity
(2 minutes)
This is usually a brief but affective closing
activity such as a strong quotation, a short
song, an anecdote, parable or a letter that
inspires the learner’s to do something to
practice their new learning.
Prepared by:
Division:
Position/Designation