School Masbate National Grade Level 12

Comprehensive High School

Teacher RYIAN L. ARANETA Learning Area 21st Century Literature from the Phil.
& the World
Teaching July 25, 2019 Quarter First
Dates (1:00 – 2:00 P.M.)

I. OBJECTIVES
A. Content Standard The learner understands and appreciates the elements and contexts of 21st Century Philippine Literature from the
regions.
B. Performance Standard The learner demonstrates understanding and appreciation of 21st Century Philippine Literature from the regions
through: (1) a written close analysis and critical interpretation of a literary text in terms of form and theme, with a
description of its context derived from research; (2) an adaptation of a text into other creative forms using multimedia.
C. Learning Competency Analyze the figures of speech and other literary techniques and devices in the text
Write the LC code for each. EN12Lit-Ie-27

Specific Objectives:
At the end of the lesson, 80% of the students should be able to:
A. identify the figure of speech used in sentences.
B. give examples of figures of speech according to comparison.
C. see how simile, metaphor, personification, and apostrophe are commonly used in poetry.

Discuss community-based practices for managing disaster risk to specific hazards

(DRR11/12-IIg-h-44)

Integration: DRRR

II. CONTENT Figures of Speech According to Comparison

III. LEARNING RESOURCES
A. References http://examples.yourdictionary.com/figure-of-speech-examples.html
https://ph.news.yahoo.com/haiyan-dead-poem-180000183.html
B. Other Learning Resource Philippine Literature (An Introduction to Poetry, Fiction, and Drama) by Baritugo, Caranguian, Punsalan, Solmerano,
pages 13-22
IV. PROCEDURES
A. Reviewing previous lesson or Preliminaries:
presenting the new lesson 1. Prayer
2. Attendance Checking
Teacher asks the following questions:
1. What is symbolism?
2. What is imagery?
(5 minutes)
B. Establishing a purpose for the lesson  GROUP ACTIVITY
Wave Your Flag
1. The class is divided into four groups.
2. Then, each group is given A, B, C, D flags.
3. Teacher flashes 5 sentences and the groups identify their meaning from options A-D.
4. Each group just waves the flag of their answer.
5. All groups will be given 1 point incentive for each of their correct answers.

 Teacher asks:
1. What have you noticed from the sentences you interpreted in the activity?

C. Presenting examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
 Teacher processes students’ answers. They must come up with an idea that the sentences used in the
activity are sentences that are not meant to be taken literally.
(5 minutes)
Teacher presents the functions of figures of speech.
(3 minutes)
 Teacher shows a video clip discussing the four figures of speech according to comparison.
https://m.youtube.com/watch?v=OZZkOOjlcgc&t=707s#searching
 Teachers asks the following questions:
1. What is the difference between a simile and a metaphor?
2. Why is personification usually confused with apostrophe?
(12 minutes)
Teacher, also, presents examples of simile, metaphor, personification, and apostrophe as how these are commonly
used in poetry/literature.
(5 minutes)
GROUP ACTIVITY
Using the previous grouping (grouping based on students’ inclinations), each group must:

The Writers:
1. Come up with a text-serye containing dialogues that show a conversation between a girl and a boy who like
each other.
2. The conversation between the boy and the girl must employ the figures of speech, simile and metaphor.
3. This text-serye must be written in a cartolina and must be presented in class.
4. The output will be rated based on the criteria below:
Creativity : 5 pts.
Use of Figures of Speech : 5 pts.
Visuals : 5 pts.
TOTAL : 15 pts.

The Actors:

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 1. Come up with a short skit about managing disaster risk to specific hazards.
2. The short skit must contain dialogues that employ the figure of speech, apostrophe and personification.
3. This short skit must be presented in class.
4. The output will be rated based on the criteria below:
Relevance : 5 pts.
Use of Figures of Speech : 5 pts.
Spontaneity : 2 pts.
Acting Skills : 3pts.
TOTAL : 15 pts.

The Illustrators:
1. Show your understanding of personification and apostrophe through an illustration.
2. Have this illustration on a 1/8 illustration board.
3. The output will be rated according to the criteria below:
Relevance : 5 pts.
Creativity : 5 pts.
Attractiveness : 5 pts.
TOTAL : 15 pts.

The Singers:
1. Think of a song that contains metaphors/create a jingle that incorporates metaphors.
2. Perform this song/jingle in front of the class.
3. The output will be rated bases on the criteria below:
Use of Figures of Speech : 5 pts.
Voice Quality : 5pts.
Over-all Performance : 5 pts.
TOTAL: : 15 pts.

Presentations will start after 10 minutes. All groups will be given at most 3 minutes to present their output.
(20 minutes)
G. Finding practical application of Teacher asks:
concepts and skills in daily living.  What do you think is the relevance of knowing and understanding figures of speech in our life?
(3 minutes)
H. Making generalizations and Teacher asks:
abstractions about the lesson  What have you learned from today’s lesson?
Teacher calls 2-3 students in random.
(2 minutes)
I. Evaluating learning Paper and Pencil Test
Direction: Identify the figure of speech used in the following sentences.

1. Baby, you’re a firework.

2. The ocean heaved a sigh.
3. Then come, sweet death, and rid me of this grief.
4. Wind yells while blowing.
5. They fought like cats and dogs.
(5 minutes)
J. Additional activities for application or Study the figures of speech based on association, contrast/opposing ideas, and emphasis.
remediation
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 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 by: Checked and Observed:

RYIAN L. ARANETA MARGIE B. ANDAYA, MBM

Teacher II MT II/ABM Coordinator

EDITHO A. ACOJEDO
MT I/SHS Teacher

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