Grade 10 School CATAGTAGUEN
Daily
Lesson Log
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II.CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson or
presenting the new lesson
Grade Level GRADE 8
NATIONAL HIGH
SCHOOL
Teacher MARIFE D. Learning Area ENGLISH
GUADALUPE
Teaching Date January 18, 2023 Quarter SECOND
10:00-11:00 am QUARTER
The learner demonstrates understanding of: East Asian literature as an art
form inspired and influence 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
patters 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.
After the discussion, at least 90% of learners should be able to:
A. Explain the literary devices used (EN8LT-IId-2.2.2);
B. Distinguish between and among verbal, situational, and dramatic
types of irony and give examples (EN8V-IIc/d-24.1);
C. Discriminate between literal and figurative language (EN8V-III-24)
Topic: Literary Devices/ Sensory Images/Literal & Figurative Language
Skill: Using literary devices in conversations
Integration:
Strategy: 4A’s & Differentiated Instruction
181
146-147
144,145
Power point presentation, Activity sheets
 Introductory Activity: Tone It!
(2 minutes)
- Anyone who can differentiate tone and mood?
- Ask examples of each literary devices.
 Annotation: The students differentiate tone and mood and give examples
of each.

 Development Activities
1. Activity: Classify It! (3 minutes)

Directions: Classify the sentences whether literal or figurative language.

Write the letters only. Use the definition below as your guide.

Literal- are words that function as exactly defined.

Figurative- refers to a language that deviates from the conventional work

order and meaning to convey a complicated meaning. It uses an ordinary
sentence to refer to something without directly stating it.

A. Grass looks green.

B. The grass looks like spiky green hair.
C. Sand is solid water
B. Establishing a purpose for the D. The flowers smell sweet.
lesson E. Grasshoppers are fiddlers who play their legs.
F. Sand feels rough.

Literal Figurative

Annotation: The students classify the sentences using the table and
justify their answers.
 Presentation (2 minutes)
- Why do you think we distinguish literal language from a
C. Presenting examples / figurative language?
instances of the new lesson - What’s the importance of this activity with our lesson for today?

Annotation: The students reveal their thoughts about the questions.

D. Discussing the concepts  Developmental Activities
2. Analysis
Task 1: Jigsaw Puzzle (5 minutes)

Directions: Instruct the class to group themselves by four. Then distribute

the numbered colored papers to each group. Next, tell the class to write
words, phrases, or sentences about the word in the colored paper. The task
is to be done in 1 minute only. After which, the pair with same number and
letter will group together and complete the giant puzzle.

E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to Formative Assessment)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
PUZZLE 1:
SIMILE
METAPHOR
PERSONIFICATION HYPERBOLE
PUZZLE 2:
IDIOMS IRONY
IMAGERY
APOSTROPHE
Annotations: The students help each other to provide ideas about the
given figurative language.
Task 2: Add, Delete, Finalize! (5 minutes)
Directions: Let the class read their group output and add what they miss to
write, delete what is not necessary, then finalize the output.
Annotations: The students read their answers then add more ideas.
3. Abstraction: Socratic Method (3 minutes)
Based on the activities, how literary devices be useful in understanding
literary texts?
Note: The teacher will give additional information to the students in a
form of power point presentation.
4. Application: Share It! (10 minutes)
Directions: In a creative way, each group will share their group output to
the class.
(Note: Teacher will add more information, if necessary, especially on the
types of irony if not mentioned by the group.)
Generalization (3 minutes)
- What significant learning do you have today?
- Give more examples of Irony.
Notes: The students share what they have learned and ask questions when
 they need more clarification.

Figure It Out! (5 minutes)

Directions: Read the passages below and identify the figure of speech
used. Justify your answers.
1. Bata makes hay while the sun shines.
2. Looking at her son's messy room, Mom says, "Wow, you could win
an award for cleanliness!"
3. The smiling sun hits me.
4. Her hair is as black as ink.
5. Come, Waves! Engulf me in your cold embrace, that I may feel no
more.
6. A fire station burns down.
7. The children were screaming and shouting in the fields.
8. "Oh, I love spending big bucks," said my dad, a notorious penny
pincher.
9. This bag weighs a ton.
10. Bob is a hungry wolf, he can eat a lot.
I. Evaluating learning

The students identify the figures of speech used of each passages and
sentences.

Answers:
1. Idiom
2. Verbal Irony
3. Personification
4. Simile
5. Apostrophe
6. Situational Irony
7. Imagery
8. Dramatic Irony
9. Hyperbole
10. Metaphor

Additional Activity: Assessment: Group Activity (22 minutes)

Directions: Using the same groups from the jigsaw puzzle activity, use
different literary devices including types of irony in the following tasks:

Group A- Comics Strip (Use 1 paper only)

J. Additional activities for Group B- Song Composition (2-3 stanzas)
application or remediation Group C- Poem Writing (2-3 stanzas)
Group D- Script Writing (Dialogue) – At
least 5 lines per character

Annotations: The students use varied literary devices in their assigned

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

Prepared:

MARIFE D. GUADALUPE Checked:

Subject Teacher
CLARITA P. DAYACOS
Head Teacher III

Noted:

JOSEPH ROMEL D. ANDRES

Principal IV