Republic of the Philippines

Province of Cebu
CITY OF TALISAY
TALISAY CITY COLLEGE
Poblacion, 6045 Talisay City, Cebu, Philippines

A DETAILED LESSON PLAN IN ENGLISH 7

I. OBJECTIVES

A. CONTENT STANDARDS

The learner demonstrates understanding of: Philippine literature during the Period of
Apprenticeship as a means of examining conflicts; various purposeful listening and viewing
strategies; difference between literal and figurative language; ways to extract and condense
Information based on library sources; verbal and non-verbal cues in oral communication; and
types of phrases, clauses, and sentences.

B. PERFORMANCE STANDARDS

The learner transfers learning by: resolving conflicts presented in literary selections; using tools
and mechanisms in locating library resources; extracting information and noting details from
texts to write a précis, summary, or paraphrase; distinguishing between and using literal and
figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences
meaningfully and appropriately.

C. LEARNING COMPETENCIES

At the end of the lesson, students are expected to:

1. Identify figures of speech that show comparison (simile, metaphor,

personification) (EN7V-II-e10.1.2)

II. CONTENT

Figures of Speech: Simile, Metaphor, and Personification

Focus Skill: Vocabulary Development
Sub-skills: Listening, Speaking, Reading
Values Integration: Cooperation/ Teamwork

III. LEARNING RESOURCES

1. Teacher’s Guide: English 7, pp. 75-89

2. Learner’s Material: English 7, pp. 7-13
3. Additional Materials from Learning Resource (LR) Portal:
4. Other Learning Resources: Projector, Bond paper, Marker, PowerPoint Presentation

IV. PROCEDURES

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

A. Preliminaries

Good morning, class. Let's start our day with a

prayer. Please stand.
Our Father, who art in heaven,
Hallowed be Thy Name.
Thy Kingdom come,
Thy will be done…

… But deliver us from evil. Amen.

Class secretary, kindly take note of today's
attendance. Simply write the names of the
absent students, and please give the list to me
after our class. Thank you.
Noted, Ma’am.
B. Review

Good morning once again, class. Before we

start our lesson today, let's have some fun first.
We're going to play a game called 'Pinoy
Henyo: 8 Parts of Speech' edition as a review.

Are you familiar with the game Pinoy Henyo?

Yes, Ma’am.
Here's the rule:

Set A will be the guesser, and Set B will be the

clue-giver. The clue-giver should only provide
examples of that specific part of speech. For
example, if the word on your classmate's
forehead is "interjection," a clue-giver can use
clues like "wow," "hurray," or "ouch."

In each round, the player will be given 1

minute to make their guess.

Do you understand rule?

Yes, Ma’am.
(Do a warm-up.)

Let’s start!

Set of words:

- Noun
- Pronoun
- Verb
- Adjective
- Adverb
- Conjunction
- Preposition
- Interjection

(Students do the activity)

MAIN TOPIC

1. 8 Parts of Speech

REVIEW (10MINUTES)
(End)
Did you all have fun? Give yourselves three
claps for participating and completing the
activity.
Yes, Ma’am.
C. Activity (Students clapped 3 times.)

Today is a new day, which means a new

lesson, and today we're going to play a game
called 'Guess Sing.'

I will group you into four teams, and I've

already selected the singers. For Group 1, we
have Trixie. Group 2, it's Metch. Group 3, Dale.
Lastly, for Group 4, we have Lurabel. If your
name was mentioned, please stand and come
to the front.

The rest of you, count from 1 to 4, and then

join your groupmates to form a circle quietly.
(Students count from 1 to 4.)

Here's the rule of the game: I will present a

song title and its lyrics with a missing word.
Each group should answer by raising their
group number. The group that raises their
number first will answer the missing word by
singing the entire lyrics provided. The chosen
singers I called earlier will sing the given song
lyrics, and the rest of the members will help in
identifying the missing word. Each group will
be given 1 minute to answer.

Did you guys understand the rule?

Yes, Ma’am.
Now’s let’s start!

First song:
Let It Go – Idina Menzel

The ____ ____white on the mountain tonight

Not a footprint to be seen
A kingdom of Isolation
And it looks like I’m the queen
(Students execute.)
Missing words: SNOW GLOWS

The wind is ______ like this swirling storm

inside,
Couldn't keep it in, heaven knows I tried!

(Students execute.)
Missing word: HOWLING

Second song: "Stitches" By Shawn Mendes

Just ____ a moth drawn to a flame
Oh, you lured me in, I couldn't sense the pain
Your bitter heart cold to the touch
Now I'm gonna reap what I sow
I'm left seeing red on my own
(Students execute.)

Missing word: LIKE

Third song: All too well by Taylor Swift

And you call me up again just to break

me____ a promise.
(Students execute.)

Missing word: LIKE

Fourth song: Cruel Summer by Taylor Swift

And it's new, the shape of your body
It's blue, the feeling I've got
And its ooh, whoa, oh
It's a _______
(Students execute.)

Missing words: CRUEL SUMMER

(Activity ends.)

Okay, now go back to your seats quietly and

let's give ourselves three claps.
(Students execute.)

D. Analysis

What are the missing words?

If you want to answer, raise your hand.

Yes, Kyrstal?
The missing words are like, cruel summer,
snow glows and howling.

Very Good!

What have you observed from the missing

words in the lyrics?

Yes, Trixie?
The missing words in the lyrics correspond to
different figures of speech.
Very Good, Trixie!

What are the figures of speech?

Yes, Sofia? can you give at least 3 figures of

speech?
 Yes, Ma’am. Simile, Metaphor and
Personification.
That’s right! How about the other figures of
speech?

Yes, Nish?

The other figures of speech are alliteration and

hyperbole.
That’s correct!

VALUING

From the given activity earlier, what do you

think is the advantage of having a group
activity?

Yes, Mayca?
The advantage of having a group activity is
better collaboration and sharing of ideas.
That’s right!

By sharing ideas, did you find the activity

easy?

Yes, Ma’am.
That’s right!

E. Abstraction
Our today's lesson is all about simile,
metaphor, and personification. Does anyone
here already know these figures of speech?

Okay, today we are going to talk about the

figures of speech, which are simile, metaphor,
and personification. Later on, we will explore
their comparisons together.

Yes, Ma’am.

Since you said 'yes' earlier, what is a simile?

Raise your hand if you want to answer.

Yes, Jay Ann?

A simile is a figure of speech that compares

two unlike things using 'like' or 'as.

Very good, Jay Ann!

Can you give an example?

Yes, Ma’am. Her smile was as bright as the
sun.
What is being compared in that sentence?

Her smile and the sun ma’am.

Correct!

How about metaphor? What is metaphor?

Yes, Justice?
A metaphor is a figure of speech that directly
compares two unlike things by stating that one
is the other, often without using 'like' or 'as.
Very good, Justice!

Can you give an example?

Yes, Ma’am. The world is a stage.

What is being compared in that sentence?

The world and a stage, Ma’am.
That’s correct!

Now, how about personification?

Yes, Krystal?
Personification is when you give human
qualities to something that's not human, like
saying the wind is whispering.
That’s correct!

Now, let's make a comparison of those three

figures of speech.

Simile, Metaphor, and Personification are

three special tools that writers and speakers
use to make their stories and descriptions
more interesting. They help paint pictures with
words and make the writing come alive.

Simile compares unlike things using "like" or

"as," as in "Her smile is like sunshine."

Metaphor directly equates two unlike things,

like "Time is a thief," implying a deeper
connection.

Personification gives non-human things

human traits, as in "The trees whispered in the
wind," making descriptions vivid and
engaging.

Did you all already understand the concept

and comparison of the three figures of
speech?
Yes, Ma’am
Very good!

F. Generalization

I will group you into three groups: Group 1 for

simile, Group 2 for metaphor, and Group 3 for
personification.
 Count numbers 1 to 3. Group 1, please stay
on the left side. Group 2, go to the right side,
and Group 3, stay in the center.
(Students execute.)

I will give you 3 minutes. Each group should

create a sentence according to their assigned
type of figure of speech. After 3 minutes,
everyone should perform it in a creative way.

(Students execute.)
(After 3 minutes)

Good job, everyone!

G. Application

I will give you 10 minutes for this activity,

Observe the view inside and outside the
classroom. Create a sentence for simile,
metaphor, and personification based on what
you see

I'll call on someone, and he or she should then

read the sentence he or she has created.

The timer starts now!

Good job, everyone! I think you are all now

ready for the assessment.

V. ASSESSMENT (10 MINUTES)

I. DIRECTION: Identify whether the sentence is a simile, metaphor, or personification. Write your
answer in the provided space.

_______1. The stars danced in the night sky, their shimmering movements like a cosmic ballet.

_______2. His laughter was a contagious virus, spreading merriment to all who heard it.

_______3. The ancient tree stood tall and wise, its branches whispering secrets to the wind.

_______4. Her voice was like honey, sweet and soothing to the ears.

_______5. The waves kissed the shore gently, as if the ocean were in love with the land.

II. DIRECTION: In the given poem below, find a line that has a simile, metaphor, and
personification. Provide at least one of each figure of speech.

I Wandered Lonely as a Cloud by William Wordsworth

I wandered lonely as a cloud

That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
The waves beside them danced; but they
Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed—and gazed—but little thought
What wealth the show to me had brought:
For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.

VI. ASSIGNMENT

Make at least three sentences for each figure of speech.

VII. REMARKS
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VIII. REFLECTION
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Prepared by:

APRIL MAE G. MANEJA

BSEd 3, English, Practice Teacher

Noted by:

MICHAEL SAMERAN ATCHASO, LPT

English Instructor