Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VII, Central Visayas
DIVISION OF MANDAUE CITY
MANDAUE CITY SCHOOL FOR THE ARTS
Senior High School Department

DLP No. Code: Learning Area: Grade Level: Quarter: Date:

2 English 8 2nd Day:
Time:
Learning Code No.:
Competency/ies Discriminate between literal and figurative language EN8V-IIe-24
:
Key Concepts /
Understandings to be developed Able to discriminate literal language and figurative language.
Adapted Cognitive Process Objectives:
Learning Dimensions (DO 8 s. 2015)
Objectives: Remembering Define literal and figurative language.
Knowledge
Understanding
Applying
Analyzing
Skills
Evaluating
Creating Construct sentences using literal and figurative language.
Receiving Identify the literary and figurative language in a text/sentences/phrase.
Phenomena
Responding to
Phenomena
Attitudes
Valuing
Organization
Internalizing
values
Maka - Diyos
Makatao
Values
Makabansa Use literal and figurative language in daily life.
Makakalika-san
Content
Literal and Figurative Language

Learning Resources
 Powerpoint
 Speaker
 Projector
 Websites:
- https://www.studocu.com/ph/document/sacred-heart-college/criminology/grade-8-q2-
weeks-5-6-good/32213582
- https://edsitement.neh.gov/sites/default/files/2018-08/
worksheet3_teacher_version.pdf
- https://www.youtube.com/watch?v=LkQUsua1jjE

Methodology
Preparations Introductory “PROBLEM-BASED LEARNING”
How will I make Activity
the learners 1. Read aloud a poem “Mom’s Embrace” by Michele Meleen.
ready?
How do I prepare
the learners for
the new lesson?
How will I connect
my new lesson
with the past
lesson?

Ask the students what did they notice in the poem.

 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VII, Central Visayas
DIVISION OF MANDAUE CITY
MANDAUE CITY SCHOOL FOR THE ARTS
Senior High School Department

2. Compare the sentences in Column A to the sentences in Column B.

Column A Column B
 He is tall.  He is a giant.
 I love Shawn.  Shawn is the apple of my eye.

Activity “PROBLEM-BASED LEARNING”

Group the students into five groups. Each group has an assigned task that they need to act on.
Group 1- Running
Group 2- Dancing
Group 3- Singing
Group 4- Walking
Group 5- Eating
After the first presenter will act on their task, the next group will have to come up with a sentence
using literal and figurative language. Each group will be given 30 seconds-1 minute to perform and
1 minute to come up with a sentence.
For example:
Literal language- Avi is jumping fast.
Figurative language- Avi is jumping like a kangaroo.

Analysis - Based on our activity earlier, do you have any idea what will be our discussion?
- Last week, we discuss the use of language in writing a text.
- Okay, who can recall the importance of language in writing a text?
- This time, since we are done defining language and its importance, we will be discussing
the two types of language, which are literal and figurative language.

Presentation Abstraction - Literal language is used to mean exactly what is written.

How will I present - Back to our activity earlier, let’s examine the sentences on Column A. Column A only
the lesson? refers to him being tall and being in love with Shawn. These sentences directly use a
What materials literal language that many will understand.
will i use? - Figurative language is used to mean something other than what is written. Something
What
symbolic, suggested, or implied.
generalization/
concept / - Based on the sentences on Column B, it uses figurative language because it does not refer
conclusion / to a giant itself, but “He” is referred to as a giant because he is tall. And the next sentence
abstaction should expresses her love for Shan creatively or figuratively.
the learners arrive - Here is a video about literal and figurative language for you to understand better our
at? discussion. https://youtu.be/LkQUsua1jjE

“PROBLEM-BASED LEARNING”
- To check if you have learned something, I prepared here some phrases. In the examples
below, identify the phrases if they are figurative or literal language, and explain why.
1. I’m so hungry, I could eat a horse.
2. He was late for dinner.
3. She is as fast as a cheetah.
4. Time is money.
5. I stayed up last night, I am so tired.
6. They are busy as bees.
7. The sky is pale blue with white clouds.
8. The field is calm and quiet.
9. The darkness surrounded them with a cold embrace.
10. The sky is full of dancing stars.

Practice Application “PROBLEM-BASED LEARNING”

What practice
exercises / Direction: Get ½ crosswise of paper.
application
activities will give 1. List down the figurative language in the story below.
to the learners?
“Skip Learns a Lesson in Friendship”
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VII, Central Visayas
DIVISION OF MANDAUE CITY
MANDAUE CITY SCHOOL FOR THE ARTS
Senior High School Department

Skip the Rusty Brown Squirrel was like a bolt of lightning as he raced through the forest, leaping
from three to three like a pro. He was as nimble as a cat, quick as a fox, and as chatty as a parrot.

One day, Buster the Squirrel, who was Skip’s friend, found himself in a tight spot, wedged
between two branches like a hotdog in a bun. Skip sprang into action like a superhero, his claws
like sharp knives as he worked to free Buster.
Rusty was as grateful as a child on Christmas morning, thanking Skip for his help. But as time went
on, Buster noticed that Skip wasn’t around as much. He felt as lonely as a ghost in a haunted
house, wondering where his friend had gone.
One day, Buster ran into Skip and asked why he never had time to hang out with him anymore.
Skip shrugged, saying he was busy with other things. Buster felt as though his heart had been
stomped on by an elephant. Buster went back to his tree hurt and confused.

One day Skip took a tumble from a high branch and began to fall. He looked around for help, but
Buster wasn’t there like he normally would have been. Luckily Skip landed in a pile of leaves. He
realized that he had not been the friend he should have been to Buster. He felt as though he had
been hit over the head with a hammer, finally understanding the value of friendship. Friends are
there to help each other in times of need.

Skip scampered off to Rusty’s tree and apologized to him, promising to be a better friend. From
then on, the two of them were as thick as thieves, spending all their time together. Skip had
learned his lesson, realizing that friendship was as precious as gold.

Source: https://www.educationalresource.org/taxonomy/term/227

2. Construct five sentences each for literary language and figurative language.
Literary language
1.
2.
3.
4.
5.
Figurative language
1.
2.
3.
4.
5.

Assessment What will I Assess? How will I assess? How will I score?
(Refer to Deped
Order No. 73 s. Underline the figurative 1-5 test about literal and figurative language 1 point for the underline
2012 for the language and provide its figurative word/s and 1 point
examples)
literal language in a for the literal language given.
sentence below.
1. It is raining cats
and dogs.
2. Her friend is
snake.
3. Andrew is as brave
as a lion.
4. The baby cries her
eyes out.
5. Her neighbor is
like a curious cat.

Assignment Reinforcing the

day’s lesson
Enriching the
day’s lesson
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VII, Central Visayas
DIVISION OF MANDAUE CITY
MANDAUE CITY SCHOOL FOR THE ARTS
Senior High School Department

Enhancing the
day’s lesson
Preparing for With the same group earlier, search for information about the types of figurative language. Provide
the new lesson at least two examples in each type.

Concluding Wrap-up
Activity
(optional) Finale

Prepared by:
Name: JULIE ANN GERMINO School: MANDAUE CITY COLLEGE
Contact Number: 09608529379 Email Address: julieann.germino@gmail.com