Daily Lesson Log LDNHS – Barra Annex Grade Level: 7

Teacher: RACHELLE ABISAMIS MABILIN Learning Area: ENGLISH

Teaching Dates and Time:

Quarter: 2nd Quarter

I. OBJECTIVES
The learner demonstrates understanding of: Philippine literature during the
Period of Apprenticeship as a means of examining conflicts; various
A. Content Standards 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 literary
selections; using tools and mechanisms in locating library resources;
B. Performance Standards 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.
C. Learning Competencies/ Objectives Write
EN7V-11-F-10,1.3
the LC code for each

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages
2. Learner's Module pages:
3. Textbook Pages:
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources Internet resources, tarpapel, pictures and Laptop
IV. PROCEDURES
A. Reviewing previous lesson or presenting the The teacher asks the students to name some figure of speech that they can
remember.
new lesson

B. Establishing a purpose for the lesson

Identify figures of speech that show contrast (irony, oxymoron, paradox)
(objective)

C. Presenting examples/ instances of the new Answer the game 4pics1word.

lesson

Answer: OPPOSITE

D. Discussing new concepts and practicing
new skills #1
The teacher shows the following pictures and asks the students to describe
each (literally what they see in the picture).
A sad man holding lots of money.
A police officer who isn’t following traffic law.
A brief discussion follows about the two pictures to introduce the lesson.
Discussion of irony, oxymoron and paradox.
 Irony - is a form of figure of speech which the person delivering the
statement says something which is completely opposite to what they
mean or what the reality of the situation is.
Types of Irony
- Verbal - contrast between what is said and what is meant.
Ex. This day couldn’t get any better! (when you are having a bad
day)
- Dramatic – contrast between what the character thinks to be true
and what the reader knows to be true.
Ex. John’s parents are proud of him but everyone knows he
cheated.
- Situational - contrast between what happens and what was
expected.
Ex. The traffic cop got his license suspended for breaking the
red lights.
 Oxymoron - is a figure of speech that combines contradictory terms.
 Ex. bittersweet, big baby, original copy

 Paradox - refers to the use of concepts/ideas that are contradictory to

one another, yet when placed together they hold significant value on
several levels.
Ex. In marriage, two people become one yet remain two.

Collaborative Activity:
Caption the moment!
Activity

I – OBJECTIVES
1. Distinguish the differences among Irony, Paradox and
Oxymoron.
2. Construct sentences that show Irony, Paradox and Oxymoron.

II – MATERIALS
Manila paper, pictures and marker.

III – PROCEDURES
1. The class is divided into groups with 4-5 students.
2. Random pictures with a number on top and a figure of speech (Irony,
Oxymoron or Paradox) written on it are shown to class.
3. The teacher shows a box containing numbers which tells what picture
E. Discussing new concepts and practicing each group has to work on. A representative from each group draws
new skills #2. one number from the box.
4. The students work together to construct a caption which expresses
the figure of speech assigned to their picture.
5. The groups have 5 minutes to write a caption for the picture.
6. Presentation of the Output of each group. (2-3 minutes)

IV – EVALUATION (10pts)
Criteria to grade the groups’ output.

Group - ______________
Creativity 3
Accuracy 3
Impact 2
Presentation 2
Total 10

*The pictures used are attached at the end.

F. Developing Mastery (Leads to Formative Stand alone or sink together…
Assessment 3) (A day with Irony, Oxymoron and Paradox)

1. The teacher asks the students to count and remember the number
that’ll fall on them.
2. The teacher reads out a sentence twice and call a number… the
student who owns the number stands and determines what figure of
speech is expressed in the sentence read by the teacher. The
student has only one chance to give the correct answer. Wrong
answers will cause the student to remain standing. Correct answer
earns the student a reward.
3. The teacher gives the student a choice to give another answer but

G. Finding practical application of concepts
and skills in daily living.
H. Making generalizations and abstractions
about the lesson
I. Evaluating learning
with a catch. If the second answer is still wrong, another student has
to stand with the perpetrator. (draw lots will decide who’ll be the fallen
victim)
1. He took a much-needed vacation, backpacking in the mountains.
Unfortunately, he came back dead tired. – Irony
2. Give me the fifty dollars you owe me or pay for dinner, it’s the same
difference. – Oxymoron
3. I got dumped yesterday. Let’s celebrate. – Irony
4. This is another fine mess you have got us into. – Oxymoron
5. If I know one thing, it's that I know nothing. – Paradox
6. Here are the rules: Ignore all rules. – Paradox
7. The comedian was seriously funny. – Oxymoron
8. “Whatever you do will be insignificant, but it is very important that you
do it.” -Gandhi - Paradox
9. “Oh great! Now you have broken my new camera.” – Irony
10. I shall lose no time in reading your book. – Irony
*The number of sentences to be read depends on the time left.
How useful it is to be able to construct sentences which express Irony,
Oxymoron and Paradox and differentiate them from one another?
The reason our brain is above our mouth is for us to think first before we
speak. Figures of speech, though confuse many, shades harsh
words/statements and turn it to something more appealing to the ears no
matter how bitter it means or how serious and deep it is. It gives
communication more color which could brighten even the most awkward
conversation.
Nowadays, with the rampant use of social media as an outlet of emotions,
most students have developed a habit of posting even the most nonsense of
things. But by being accustomed with figure of speech, students could use it to
turn a gibberish post into something worth reading. They can rant about
school without using vulgar words and at the same time their writing/literary
skills may improve.
Irony - is a form of figure of speech which the person delivering the statement
says something which is completely opposite to what they mean or what the
reality of the situation is.
Oxymoron - is a figure of speech that combines contradictory terms.
Paradox - refers to the use of concepts/ideas that are contradictory to one
another, yet when placed together they hold significant value on several
levels.
Short Quiz
Study the statements below. Determine whether they are Oxymoron, Paradox
or Irony. Write I if the statement is an Irony, P if it is a Paradox and O if it is an
Oxymoron.
1. P - Laughter was his way of expressing his alarm and despair.
2. O - You are clearly confused by the situation you have found yourself
in.
3. I - A man looked out of the window to see the storm intensify. He
 turned to his friend and said “wonderful weather we’re having!”
4. O - Her singing was enough to raise the living dead.
5. P - Don't go near the water 'til you have learned how to swim.
6. P - Someday you will be old enough to be young again.
7. I – In Romeo and Juliet, the former thinks Juliet is dead, buy the
audience know that she only took a sleeping potion
8. I - “Truly, you have a dizzying intellect.’ – The Princess Bride
9. O - My room is an organized mess, or controlled chaos, if you will.
Same difference.
10. P - “I must be cruel only to be kind” (Hamlet III.IV.181)

ASSIGNMENT

Determine whether the sentences are Oxymoron, Paradox or Irony. Write I if

the statement is an Irony, P if it is a Paradox and O if it is an Oxymoron. Write
a sentence or two to support your answer.

1. In The Gift of Magi by O. Henry, the wife cuts her hair to sell it in
J. Additional activities for application of order to have the money to buy her husband a pocket watch chain.
remediation The husband then sells the watch to buy her a hair accessory. (I)
2. Truth is honey, which is bitter. (P)
3. “All animals are equal, but some are more equal than others.” (P)
4. In the Scarlett Letter, Dimmesdale’s confession and discussion of his
congregation that was meant to get him to be shunned only led to the
people to so the opposite (I)
5. You were awfully lucky to escape the car crash unscathed. (O)

V. REMARKS

VI. REFLECTION
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. Did the remedial lessons work? 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?

What innovation or localized materials did I

use/ discover which I wish to share with other
teachers?

Prepared by:

RACHELLE ABISAMIS MABILIN