Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
CANDON NATIONAL HIGH SCHOOL
JUNIOR HIGH SCHOOL
Candon City (Ilocos Sur)

School CANDON NATIONAL HIGH SCHOOL Grade Level 9

Teacher MS. JOEZZAN MILLOS MARBEL Learning Area ENGLISH

Teaching Dates and November 14-18, 2022 Grading SECOND

Time Yakal- 7:40-8:20

Ipil 9:00-9:40

Marie Curie -10:00-10:40

John Dalton- 10:40-11:20

Narra- 11:20-12:00

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Grade Level The learner demonstrates communicative competence through his/ her understanding of British-American Literature including Philippine Literature and
Standards
other text types for a deeper appreciation of Philippine Culture and those of other countries.

B. Learning Make connections between Make connections between Make connections between Make connections between
Competencies texts to particular social texts to particular social texts to particular social texts to particular social
 / Specific issues, concerns, or issues, concerns, or NO CLASSES issues, concerns, or issues, concerns, or
Objectives dispositions in real life: dispositions in real life: (Local Holiday) dispositions in real life: dispositions in real life:

At the end of the session, At the end of the session, At the end of the session, At the end of the session,
the learners are expected the learners are expected the learners are expected the learners are expected
to: to: to: to:

1. explore how poetry 1. define figures of 1. cite an example of 1. cite an example of

gives meaning to the speech; each type of figures each type of figures
world around them; 2. explore the different of speech; and of speech;
2. determine the types of figures of 2. determine the figures 2. explain the purpose
structure of each line speech; and of speech in each of figures of speech
presented in the 3. cite an example for statement presented; in expressing
poetry and; each figure of and
thoughts and ideas;
3. analyze the meaning speech. 3. construct their
implied in a poem. sentence using and
figurative language. 3. determine the
figures of speech
used in a poem.

II. CONTENT

Introduction to Poetry Figures of Speech Figures of Speech

Figures of Speech
(If by Rudyard Kipling) Simile Hyperbole
Metaphor (Types of Figures of
Personification Onomatopoeia Speech and The Poem
The Road Not Taken)
Apostrophe

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide None None None None

pages

2. Learner’s Materials None None None

None
pages

3. Textbook pages None None None None

4. Additional Materials None None None None

from Learning
Resource Portal

B. Other Learning PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation
Resources

IV. PROCEDURES

A. Reviewing the  The teacher calls The teacher asks the The teacher calls students The teacher reviews the
previous lesson or students to sum up students to give their idea of to give the types of figures students with the lesson for
presenting the new all the lessons figures of speech and calls of speech discussed in the the past four days:
lesson tackled for the past students to recall and cite last meeting:
three days. an example of figures of
speech. 1. Simile
2. Metaphor 1. Simile
3. Personification 2. Metaphor
3. Personification
4. Hyperbole
5. Onomatopoeia
6. Apostrophe
B. Establishing a In establishing the purpose
purpose for the lesson of the lesson, the teacher
gives more emphasis to the
poem If by Richard Kipling
through the continuation of
the PowerPoint presentation
C. Presenting The teacher asks the
examples/instances of students to answer the
the new lesson question:
What are the pieces of
advice your parents are
telling to you?
How important are these in
your daily living?
D. Discussing new Discuss the poem
concepts and entitled If written by
Rudyard Kipling,
The teacher instructs the In establishing the purpose
students: of the lesson, the teacher
gives examples of figurative
 Listen to a song statements and lets the
entitled Trust in the students identify the figures
Lord. of speech used:
 Explain the following
statements from the
song lyrics:
a) The world is
crumbling at
our feet
b) He is the
light
c) Storms may
rage
d) Tears may
fall
The teacher asks the The teacher asks the The teacher asks the
student to answer the student to answer the student to answer the
question: question: question:
If you would liken your life to Do you love to read a Do you love to read a
something, what would it be quote/meme from any social poem? How do figures of
and why? media site? How are the speech help a poet to
words used to form make his/her work more
statements that catch the meaningful?
attention of the readers?
Define figures of speech Discuss the different types Discuss the different types
and their uses then discuss of figures of speech and let of figures of speech and let
the different types of figures the students read the the students read the
practicing skills #1 then explain the of speech and let the examples given to enhance examples given to enhance
meaning of each students read the examples their reading and their reading and
stanza to relate it to given to enhance their pronunciation skills. pronunciation skills.
social issues of reading and pronunciation
today. skills. 1. Hyperbole 4. Symbolism
2. Onomatopoeia 5. Repetition
3. Apostrophe

1. Simile
2. Metaphor
3. Personification

E. Discussing new Let the students give their Present an example of a

concepts and examples under the figures poem and let the student
practicing skills #2 of speech discussed. read it and locate the
figurative language used in
1. Simile the poem to enhance their
2. Metaphor analysis and reading skills.
3. Personifications
 The Road Not
Taken by Robert
Frost

F. Developing The teacher asks the The teacher gives an The teacher instructs the The teacher instructs the
mastery students: example of a sentence and students to: students to:
lets the students analyze the
 As a teenager, what given example and let them Identify which figure of
are your realizations explain what made the speech the following  Locate a figurative
after reading the example a form of simile, sentences belong to and statement in the
poem? metaphor, and/or explain how did they come poem The Road
personification. up with it.

G. Finding practical Let the students answer the
applications of question:
concepts and skills in
daily living What makes these poems
essential in giving justice to
our feelings?
H. Making Let the student give
generalizations and important concepts from the
abstractions lesson.
I. Evaluating learning The teacher gives the
student a quiz:
 Identify which stanza
is being described in
each item.
1. Her body trembled
harder than a huge
 She is as beautiful earthquake.
as the flower. 2. I'm so hungry, I
 The trees are could eat a horse.
dancing because of
the wind. 3. The waves crashed
against the side of
 That knife is as the boat.
sharp as a razor. 4. The corn went pop in
 Her eyes were the microwave.
diamonds. 5. Thou wast not born
 She is an early bird. for death, immortal
 The sun smiled down Bird!
on us
Let the students answer the Let the students answer the
question: question:
How can these figures of How do figures of speech
speech help you improve help you to convey and
your comprehension skill? express your opinion?
Let the students give Let the student give
important concepts from the important concepts from the
lesson. lesson.
The teacher asks the
students to:
 Construct their
sentence using
Not Taken.
 Identify which figure
of speech the
following
statements in the
poem belong to.
Let the students answer
the question:
How do figures of speech
help you enhance the
beauty of your writings?
Let the student give
important concepts from
the lesson.
The teacher gives activity
to students:
 Locate and identify
the Figures of
Speech in the song
 figurative language. lyrics:

 Skyscraper by
Demi Lovato
 Butter by BTS
 Red by Taylor Swift
 Roar by Katy Perry

J. Additional activities
for application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% on the
formative assessment Yakal: ____________________ Yakal: ____________________ Yakal: ____________________ Yakal: ____________________ Yakal: ____________________
 Ipil: ______________________ Ipil: ______________________ Ipil: ______________________ Ipil: ______________________ Ipil: ______________________

Marie Curie: _________________ Marie Curie: _________________ Marie Curie: _________________ Marie Curie: _________________ MarieCurie: _________________

John Dalton _______________ John Dalton _______________ John Dalton _______________ John Dalton _______________ John Dalton _______________

Narra:_____________________ Narra:_____________________ Narra:_____________________ Narra:_____________________ Narra:_____________________

B. No. of learners who Yakal: ____________________ Yakal: ____________________ Yakal: ____________________ Yakal: ____________________
require additional
activities or Ipil: ______________________ Yakal: ____________________ Ipil: ______________________ Ipil: ______________________ Ipil: ______________________
remediation Marie Curie: _________________ Ipil: ______________________ Marie Curie: _________________ Marie Curie: _________________ MarieCurie: _________________

John Dalton _______________ Marie Curie: _________________ John Dalton _______________ John Dalton _______________ John Dalton _______________

Narra:_____________________ John Dalton _______________ Narra:_____________________ Narra:_____________________ Narra:_____________________

Narra:_____________________

C. Did the remedial

lesson work? No. of
learners who have
caught up with the
lesson

D. No. of learners
who require
remediation

E. Which of my
teaching strategies
worked well? Why did
this work?

F. What difficulties did

I encounter that my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did
I use/discover that I
wish to share with
other teachers?

Prepared by Checked by Noted by

JOEZZAN M. MARBEL ELIZABETH MAPILI ALEJANDRO F. HABOC JR.

Pre-Service Teacher Cooperating Teacher School Principal III

PROMYTHEOUS JOSEPH S. GAGARIN

Head Teacher III