CW11Q1W2D2

Republic of the Philippines
Department of Education
Region V – Bicol
Schools Division Office
Camarines Norte
Eco Athletic Field, F. Pimentel Ave., camarines.norte@deped.gov.ph (054) 440-1772/(054) 440-4464
Daet, Camarines Norte DepEd Camarines Norte
School Gonzalo Aler National High School Grade Level 11&12 Quarter 1st
GRADES 1 to
Teacher Josua P. Garcia Learning Area Creative Writing
12 DAILY
Teaching Date
LESSON PLAN M-Th 1:30-2:30 GAS A, M-Th 2:30 -3:30 GAS B, WTh 10:30-11:30, F 9:30-11:30 HUMSS 11
and Time
The learners must have an understanding of imagery, diction, figures of speech, and variations on
A. Content Standards language.
The leaners shall be able to produce short paragraphs or vignettes using imagery, diction, figures of
11//I. OBJECTIVES
B. Performance Standards speech, and specific experiences.
The learners use imagery, diction, figures of speech and specific experiences. HUMSS_CW/MP11/12-
C.Learning Ia-b-4
Competencies/ 1. Identify what figure of speech is presented in the material;
Objectives 2. Use figures of speech in writing sentences; and
3. Appreciate the use of figures of speech in creative writing.
Figures of speech
II. CONTENT (Subject 1. hyperbole
Matter/Lesson) 2. irony
3. apostrophe
1. Teacher’s Guide
none
pages
2. Learner’s
A. REFERENCES
none
Materials pages
3. Textbook pages
4. Additional
Materials from
pictures, bingo card template
Learning
Resource portal
 https://www.thoughtco.com/top-figures-of-speech-1691818
 https://kidskonnect.com/language/hyperbole-examples/
III. LEARNING RESOURCES
 https://literarydevices.net/irony/
B. Other Learning  https://kidskonnect.com/language/apostrophe/
Resources  http://englishlinx.com/cgi-bin/pdf_viewer.cgi?script_name=%2Fpdf-content-by-subject
%2FPracticing-Irony-Worksheet.pdf&x=72&y=10
 https://www.easyteacherworksheets.com/langarts/hyperbole.html
 https://www.poetrysoup.com/poem/a_humble_plea_1046464
“SDO Camarines Norte: Facilitating Dreams…, Valuing

Aspirations…”
Region V – Bicol
Camarines Norte
Group Activity (5 minutes)

Review the students about the previous lesson. Divide the students into five groups. Each member of
the group will have to write two sample sentences on the board using the following figures of speech:
A. Reviewing previous
1. simile
lesson or presenting
2. metaphor
the new lesson
3. personification
4. onomatopoeia
Group Activity (5 minutes)

Figurative Language Bingo
With the same group from the previous activity, have the students play figurative language bingo.
Create bingo cards with spaces labeled simile, metaphor, idiom, personification, hyperbole,
apostrophe, irony, onomatopoeia. Read several examples of figurative language, and have students
mark their cards according to the type of figurative language you have read. For example, if the teacher
read the statement, “I asked you a million times to clean your room,” students would mark the
“hyperbole” space.
Sample Bingo Card Template
B I N G O
B. Establishing a purpose
for the lesson figurative simile metaphor idiom irony
language
hyperbole irony apostrophe onomatopoeia personificatio

n
irony apostrophe FREE irony hyperbole
metaphor irony personificatio hyperbole simile

n
personificati simile figurative metaphor apostrophe

on language
C.Presenting Group Activity (10 minutes)

examples/instances of With the same group in the previous activity, have the students say something about the pictures
the new lesson below. Let them identify what figure of speech is used in the pictures.

Aspirations…”
Region V – Bicol
Camarines Norte
I
V
.
P
R
O
C
E
D
U
R
E
S
(5 minutes)
Let the students read the poem below, then ask them to identify what figure of speech was used by the
writer.
Sample hyperbole poem:

D.Discussing new
concepts and practicing My Dog
new skills #1 His bark breaks the sound barrier
His nose is as cold as an ice box.
A wag of his tail causes hurricanes
His jumping causes falling rocks.
He eats a mountain of dog food
And drinks a water fall dry.
But though he breaks the bank
He’s the apple of my eye.
E. Discussing new (5 minutes)

concepts and practicing
skills #2 Let the students read the poem below, then ask them to identify what figure of speech
was used by the writer.
Sample poem with irony and apostrophe.
Fame Is A Fickle Food (1659) - Poem by Emily Dickinson

Fame is a fickle food
Upon a shifting plate
Whose table once a
Guest but not
The second time is set.

Aspirations…”
Region V – Bicol
Camarines Norte
Whose crumbs the crows inspect

And with ironic caw
Flap past it to the Farmer's Corn--
Men eat of it and die.
A humble plea
Dear Soupers, may I make a humble plea –
Please give due thought to the apostrophe!
This fairly simple mark of punctuation
Has often landed in the wrong location!
(5 minutes)
Identify the figure of speech used in the following statements. Then briefly explain your answer.
1. When the girl finally finished crying, she floated out of her bedroom.
F. Developing mastery
2. I don’t like to get wet, I am so glad it has started raining.
3. Is this a dagger which I see before me, the handle toward my hand? Come, let me clutch
thee! I have thee not, yet I see thee still! Macbeth
(10 minutes)
A figure of speech is a rhetorical device that achieves a special effect by using words in a distinctive
way. The following are examples of figures of speech:
1. Hyperbole: An extravagant statement; the use of exaggerated terms for the purpose of emphasis
or heightened effect.
Examples:
a. I have a ton of things to do when I get home.
b. He’s running faster than the wind.
c. This bag weighs a ton.
d. That man is as tall as a house.
G.Making generalizations
and abstractions about 2. Irony: The use of words to convey the opposite of their literal meaning. Also, a statement or
the lesson situation where the meaning is contradicted by the appearance or presentation of the idea.
Examples:
a. "Oh, I love spending big bucks," said my dad, a notorious penny pincher.
b. I posted a video on YouTube about how boring and useless YouTube is.
c. The name of Britain’s biggest dog was “Tiny.”
d. The butter is as soft as a slab of marble.
3. Apostrophe: Directly addressing a non-existent person or an inanimate object as though it were a

living being.
Examples:
a. "Oh, you stupid car, you never work when I need you to," Bert sighed.
b. O holy night! The stars are brightly shining!
c. “O, Romeo, Romeo, wherefore art thou Romeo?”
H.Finding practical (5 minutes)
applications of Ask:
concepts and skills in What do you think is the importance of using figures of speech in writing?

Aspirations…”
Region V – Bicol
Camarines Norte
daily living
Individual Activity (10 minutes)

Underline the hyperbole in sentence. Then, briefly explain its meaning.
1. The dog was nothing but fangs and claws.
2. Jim Dandy sometimes bumped his head on the moon.
3. The boy was already at the finish line before the sound from the starting pistol has faded.
Read each sentence below and underline the ones that contain irony.
I. Evaluating learning 1. The name of America’s biggest dog was “Tiny”.
2. I can’t wait to play basketball after school.
3. I posted a video on YouTube about how boring and useless YouTube is.
Read each sentence below and underline the word/phrase that contain apostrophe.
1. Oh, rose, how sweet you smell and how bright you look!
2. Twinkle, twinkle, little star, how I wonder what you are.
3. Then come sweet death, and rid me of this grief. Edward II, Marlowe
J. Additional activities for

application or Write short poem containing hyperbole, irony and apostrophe on your notebook.
remediation
V. REMARKS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C.Did the lesson work?
No. of learners who
have caught up w/ the
lesson
VI. REFLECTION
D.No. of learners who

continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G.What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Aspirations…”
Region V – Bicol
Camarines Norte
PROCEDURES NOTES / SUGGESTIONS / RECOMMENDATIONS

A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and

practicing new skills #1
E. Discussing new concepts and

practicing skills #2
F. Developing mastery
G. Making generalizations and

abstractions about the lesson
H. Finding practical applications of

concepts and skills in daily living
I. Evaluating learning
J. Additional activities for application

or remediation

Aspirations…”

CW11Q1W2D2

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Republic of the Philippines

B. Performance Standards speech, and specific experiences.

“SDO Camarines Norte: Facilitating Dreams…, Valuing

Group Activity (5 minutes)

Group Activity (5 minutes)

Sample Bingo Card Template

hyperbole irony apostrophe onomatopoeia personificatio

irony apostrophe FREE irony hyperbole

metaphor irony personificatio hyperbole simile

personificati simile figurative metaphor apostrophe

C.Presenting Group Activity (10 minutes)

“SDO Camarines Norte: Facilitating Dreams…, Valuing

Sample hyperbole poem:

E. Discussing new (5 minutes)

Sample poem with irony and apostrophe.

Fame Is A Fickle Food (1659) - Poem by Emily Dickinson

“SDO Camarines Norte: Facilitating Dreams…, Valuing

Whose crumbs the crows inspect

3. Apostrophe: Directly addressing a non-existent person or an inanimate object as though it were a

“SDO Camarines Norte: Facilitating Dreams…, Valuing

Individual Activity (10 minutes)

J. Additional activities for

D.No. of learners who

“SDO Camarines Norte: Facilitating Dreams…, Valuing

PROCEDURES NOTES / SUGGESTIONS / RECOMMENDATIONS

D. Discussing new concepts and

E. Discussing new concepts and

G. Making generalizations and

H. Finding practical applications of

J. Additional activities for application

“SDO Camarines Norte: Facilitating Dreams…, Valuing

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