DETAILED LESSON PLAN

In ENGLISH for GRADE 9

School San Policarpo National Grade Level Grade 9

High School
Teacher Mary Rose P. Pasacas Learning Area English
Teaching Dates & October 10,2022 One
Quarter
Time

I. OBJECTIVES:
A. Content Standard The learner demonstrates communicative
competence through his/ her understanding of
British-American Literature, including Philippine
Literature and other texts types for a deeper
appreciation of Philippine Culture and those of
other countries
B. Performance Standard The learner actively participates in a speech choir
through using effective verbal and non-verbal
strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Body
Movements/ Gestures and Audience Contact.
C. Learning Competency/ Objectives  EN9V-Ia-1: Provide words or expressions
appropriate for a given situation
 EN9V-Ib-1: Provide words or expressions
appropriate for a given situation
 EN9LC-Ia-3.6: Perform a task by following
instructions
II. CONTENT Figure of speech
III. LEARNING RESOURCES
A. References
1. Teachers Guide Pages N/A
2. Learners Materials Pages N/A
3. Textbooks pages N/A
4. Additional Materials from Learning N/A
Resources (LR) portal
B. Other learning Resources Literary Devices: Definition and Examples of
literary terms
https://literarydevice.net

IV. PROCEDURES
A. Reviewing the previous lesson or How many lines and stanzas does the poem “ A
presenting the new lesson Martin Sends Postcard Home” have?

How would you compare the martin to us human

beings?
B. Establishing a purpose of the lesson Refer to the given objectives by letting the
 students to read them one by one inform the
students about the classroom rules.
C. Presenting example/ instances of Read the following poem and analyze the
the new lesson highlighted phrase.

A Martin Sends a Postcard Home (1979)

Craig Raine

Group 1: Caxtons are mechanical birds with many

wings and some are treasured for their markings
They cause the eyes to melt or the body to shriek
without pain. I have never seen one fly, but
sometimes they perch on the hand.

Group 2: Mist is when the sky is tired of flight and

rests its soft machine on ground :
Then the world is dim and bookish like engravings
under tissue paper.
Rain Is when the earth is television
It has the property of making colours darker.

Group 3: model T is the room with the lock inside a

key is turned to free the world for movements, so
quick there is a film to watch for anything missed.
But time is tied to the wrist or kept in the box,
tricking with impatience. In homes, a hunted
apparatus sleeps, that snores when you pick it up.

Group 4: if the ghost cries, they carry it to their lips

and soothe it to sleep with sounds. And yet, they
wake it up deliberately, by tickling with finger.
Only the young are allowed to suffer openly.
Adults go to a punishment room with water but
nothing to eat.

Group 5: they lock the door and suffer the noises

alone, no one is exempt
And everyones pain has different smell.
At night, when all the colours die;
They hide in pairs and read about themselves in
colour, with their eyelieds shut.
 What do you think those lines are highlighted?

Yellow – metaphor
Blue – personification
Red – simile
Green – hyperbole
Gray - allegory
D. Discussing new concepts and Discuss what figures of speech is. Enumerate its
presenting new skills #1 types and explain the meaning and give examples
for each.
1. Simile
a figure of speech involving the comparison of one
thing with another thing of a different kind, used
to make a description more emphatic or vivid.
is a literary term where you use “like” or “as” to
compare two different things and show a common
quality between them. A simile is different from a
simple comparison in that it usually compares two
unrelated things.

Example:
I know that definition like the back of my hand.
Those two are as different as night and day.
He stood out like a sore thumb.

2. Metaphor
Many common figures of speech are metaphors.
That is, they use words in a manner other than
their literal meaning. However, metaphors use
figurative language to make comparisons between
unrelated things or ideas.

Examples:
The “peak of her career,” for example, is a
metaphor, since a career is not a literal mountain
with a peak, but the metaphor represents the idea
of arriving at the highest point of one’s career.

3. Personification
Personification is a figure of speech in which an
idea or thing is given human attributes and/or
feelings or is spoken of as if it were human.
Personification is a common form of metaphor in
that human characteristics are attributed to
nonhuman things. This allows writers to create life
and motion within inanimate objects, animals, and
even abstract ideas by assigning them
recognizable human behaviors and emotions.
Examples:

 My alarm yelled at me this morning.

 I like onions, but they don’t like me.

4. Hyperbole

Hyperbole is a figure of speech and literary device

that creates heightened effect through
deliberate exaggeration. Hyperbole is often a
boldly overstated or exaggerated claim or
statement that adds emphasis without the
intention of being literally true. In rhetoric and
literature, hyperbole is often used for serious,
comic, or ironic effects.

Example:

 She cried so long that she made a lake

 I can eat a horse

5. Oxymoron
An oxymoron is a figure of speech that combines
contradictory words with opposing meanings, like
“old news,” “deafening silence,” or “organized
chaos.” Oxymorons may seem illogical at first, but
in context they usually make sense.
Examples:

 alone together
 awful good
 beggarly riches
 bittersweet

6. Metonymy

Metonymy is a figure of speech in which

one object or idea takes the place of another with
which it has a close association. In fact, metonymy
means “change of name.” As a literary device, it is
a way of replacing an object or idea with
something related to it instead of stating what is
actually meant. Metonymy enables writers to
express a word or thought in a different way by
 using a closely related word or thought.

Examples:

 Hollywood (represents associations with

the movie industry)
 Turf (represents associations with area of
residence or expertise)
 Feds (represents associations with
government law enforcement)

E. Discussing new concepts and Identify each sentence whether it is simile,

practicing new skills #2 metaphor, personification, hyperbole, oxymoron,
or metonymy
1. When the teacher entered the class, the
6th grade students were fighting like cats
and dogs.
2. The minister told the guest that the
couple’s friendship was deeper than the
sea, and sweater than honey.
3. The pen is mightier than the word.
4. The businesswoman was so busy that he
was attending to a million calls
simultaneously.
5. Philippines decides to keep check on
immigration.
6. The student moved as fast as lightning
after getting permission from the teacher
for an early release.
7. All the politicians agreed to disagree.
8. When he sat the test, the words and the
ideas fled from his mind.
9. The sky scraper was so tall that is seemed
to kiss the sky.
F. Discussing new lesson and Complete the story with the use of the indicated
practicing new skills #3 figure of speech. State the answer to the class. Do
this with your partner in 2 min.

Jack hopped (simile) down the hill. He met jill

who (hyperbole). The two of them loved to go to
the park where (personification).
As they arrived in the park, they saw old woman
carrying two baskets full of fruits and vegetables.
Jack and jill would like to help the old woman so
they asked her, (metonymy)
 The lady agreed and she replied, (metaphor)
G. Finding practical application of Do the following activities with your groupmates.
concepts and skills in daily living You will be given 5 minutes to prepare. Perform
your assigned task within 3min.
Group 1: create a short role playing about
student’s discipline. Use different figures of speech
in your dialogues.

Group 2: imagine that you are politicians (mayor

and councilor) who are campaigning for the
upcoming election. Deliver a campaign speech
using the figures of speech.

Group 3: show case a beauty pageant highlighting

Q and A portion. Make use a figures a
Of speech in asking and answering questions.

H. Making generalizations and  What have you learned today about the
abstraction about the topic figures of speech?
 Why do we have to study the different
types of figures of speech?
 How can we use these of figures of speech
in our daily life?
I. Evaluating learning Identify what parts of speech given below.

1. A woman barked a warning at her

child.
2. my phone is not cooperating
today.

3. He feels buried under a mountain

of work

4. Cleary misunderstood

5. I like onions but they don’t like it.

J. Additional activities for application Write a personal letter to your special someone
or remediation. using the figures of speech.
V. REMARKS
VI. REFLECTION A No. of learners
who earned 80% in
the evaluation
 B No. of learners
who require
additional activities
for remediation
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
work well? Why did
these work
F What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G What innovations
or localized
materials did I
use/discover which I
wish to share with
other teachers

Prepared by:

Mary Rose P. Pasacas

English teacher

Recommending Approval: Approved:

Divina C. Sumayan Milaner R. Oyo-a

JHS Asst. Principal School Principal