School HGBaquiran College Grade Level 7

Teacher Marivic Joy C. Tumaliuan Learning Area English

DAILY LESSON PLAN
Teaching Dates June 26, 2024 Quarter 2
and Time 8:00am – 9:00am

I. OBJECTIVES
A. Content The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining
Standards 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 The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating
Standards 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 EN7V-II-c-10.12: Identify figures of speech that show comparison (simile, metaphor, personification)
Competencies/
Objectives
Write the LC Specific Objectives:
code for each
a) Identify the difference between simile, metaphor, and personification;
b) define simile, metaphor and personification; and,
c) use simile, metaphor and personification to express their reactions.
II. CONTENT Figures of Speech (simile, metaphor, personification)

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide
pages
 2. Learner’s
Materials pages
3. Textbook pages Language in Literature: Philippine Literature pages 203-205
4. Additional Identify figures of speech that show comparison (simile metaphor, personification) by Johana Kelly
Materials from [Link]
Learning Resource
(LR) portal
B. Other Learning Laptop, PowerPoint Presentation, Television, Cartolina, Marker, Bond papers, Tapes
Resources
IV. PROCEDURES
Teacher’s Activity Student’s Activity
A. Reviewing previous Preparatory Activities
lesson or presenting the
new lesson Prayer
Before we start, let’s pray. Abby, kindly lead the prayer? may I Jesus teach me day by day. What I have to do and say. Make me
request everyone to please stand up and let us all feel the presence of gentle, kind and good. Make me loving as I should. Amen!
our Almighty God.

Amen!

Greetings
Good morning class! Good morning, Ma’am!

Please be seated!
Thank you, Ma’am!
Checking of attendance
Who is absent today class?
None, Ma’am!

Before we discuss our next lesson, does anyone remember what was Ma’am, our lesson yesterday was about literal and figurative
our lesson yesterday? Yes, Shane? language.

Very good, Shane! Now, who can tell me what is the difference Literal language uses words that mean exactly what they say.
between literal and figurative language? Yes, Rose Ann? Figurative language, on the other hand, uses words that deviate from
its actual meaning usually comparing ideas or concepts.
 Exactly! Thank you, Rose Ann. I see we have already understood our
lesson yesterday.
B. Establishing a
purpose for the lesson So, before we go deeper to our discussion, let’s have an activity. I will
group you into 2 groups, this will be the group 1 and that will be the
group 2. The activity is called “Arrange me” and here are the
directions. Who would like to read? Yes, Jhay?

Directions: Each group will choose 3 representatives. There are Directions: There are jumbled letters inside the envelop, written on
jumbled letters inside the envelop, written on the board in front are the board in front are sentence clues. Arrange the letters to form the
sentence clues. The representatives of each group will arrange the correct words above the sentence clues. The first group to finish will
letters to form the correct words above the sentence clues. When receive a price.
you’re arranging the words shout, “FAST AS CHEETAH!” The first
group to finish will receive a prize.

Letters inside the envelop:

ILSIME
EPRAMTOH
ISAROPINOTEFNCI

Sentence Clues:
Group 1
My love for you is like a tree growing beautifully every day. (SIMILE)
Samantha has a heart of gold. (METAPHOR)
I felt like the food kept calling me. (PERSONIFICATION)

Group 2
You are as healthy as a cow. (SIMILE)
My friend, Shaney, is a night owl. (METAPHOR)
The sun smiled down on me. (PERSONIFICATION)

Did you understand the directions, Class? Yes, Ma’am!

Group 1, who’s you’re representatives? Kindly come in front, same as (The representatives went in front)
group 2. Now, you’ll arrange 1 word each representative.

Are you ready, Class? Yes, Ma’am!

 Okay! At the count of 3, representatives you may start arranging the Yes, Ma’am!
letters. Understood?

Ready! 3, 2, 1, go! The students perform the activity.

FAST AS CHEETAH!
Alright! Looks like group 1 has finished arranging the words. Let’s
check. Good job, group 1! Let’s give them a barangay clap. The students clapped.

You also did a good job, group 2. Let’s give them a cheer too, Class.
The students cheered.

Here are your prizes, you may know take your seats.

C. Presenting Task II. Tell me

examples/ instances of Let’s settle down, Class. Did you enjoy the activity that we did? Yes, Ma’am!
the new lesson
What did you observe form the sentence in our activity? Yes, Ma’am, I observed that the sentences are comparing things using
Hermione? simile, metaphor and personification.

Very good! Do you have an idea what simile, metaphor and

personification are, Class? Yes, Ron? Simile, metaphor and personification are part of the figures of speech,
Ma’am.

Correct! Thank you, Ron. It seems that you are ready for our lesson
for today.
D. Discussing new Now, Class who can tell me what figures of speech is? Yes, Marjorie? The figures of speech is a tool that used in adding colors or flavor to
concepts and practicing our writings, Ma'am.
new skills #1
Very good! Figures of speech is the creative use of language to make SIMILES are one of the most commonly used figure of speech;
a greater effect on your readers or listener. Today, we will be referring to the practice of drawing parallels or comparisons between
discussing figures of speech that show comparison which are simile, two unrelated and dissimilar things, people, beings, places, and
metaphor and personification. Let’s start with simile. Who would like to concepts. They are marked by the use of words ‘as’ or such ‘as’ or
read the definition? Yes, Letty? ‘like’.
Thank you, Letty. A simile is a literary device that compares two things
that are different from each other but have similar qualities. These are
generally formed through the usage of the words ‘as’ or ‘like’.
When we say simile, it is the comparison between two different things,
always by using the words ‘like’ or ‘as’. For example;

1. Annette is growing like a weed

2. Ralph ran as fast as a cheetah.

3. Mai was as busy as a bee, juggling work, family and social

commitments.

But, Class remember that not because it has ‘like’ and ‘as’ in a
sentence it is already a simile. Take a look on this example:

Not a simile: I like pizza.

Simile: The moon is like a pizza.

There should be a comparison between two different things.

Did you understand what simile is, Class? Yes, Ma'am!

Who wants to give their own example? Yes Rita? Myra's skin is as white as snow.

Very good, Rita! Who else wants to give their own example? Yes Mike's blue eyes are like the ocean.
Lyssa?

Excellent! Thank you, Lyssa. Anyone questions about simile, Class? None, Ma'am.

Ma'am, metaphors are used to make a direct comparison between

Alright, let's proceed to metaphor. Do you know what metaphor is, two different things, in order to refer to a particular quality to the first.
Class? Yes, Mary?
Yes, that's right. As it says here, metaphors are one of the most [Link] is a rollercoaster, full of ups and downs.
extensively used by way of another. In a metaphor, one subject is
implied to be another so as to draw a comparison between their
similarities and shared traits. Examples of metaphors are, kindly read
example number 1, Remus?

[Link] is a rollercoaster, full of ups and downs.

2. The world is a stage, and we are all actors.
3. Her voice is music to my ears.

Thank you, Remus. Now Class, who can tell me what’s being The things that were compared in the sentence is life and
compared in the first example? Yes, Lupin? rollercoaster, Ma’am.

Very good! You see, Class, although life and rollercoasters are two
different things they are being compared metaphorically because the
have similarities and that is they both have ups and downs. Do get it, Yes, Ma’am!
Class?

We have here other examples;

The world is a stage, and we are all actors.

Her voice is music to my ears.

Did you understand what a metaphor is class? Yes, Ma’am!

That’s great. Who wants to give an example and tell? Yes, Sirius? My hands were icicles because of the cold weather.

Very good! Who else wants to give an example? Yes, Bellatrix? Ms. Umbridge has a heart of stone.

Excellent! Did you understand, Class? Yes, Ma’am!

Now, let’s discuss the difference between simile and metaphor. Based
on your understanding, what is the difference between simile and
 metaphor? Anyone? Yes, Draco? Ma’am, based on my understanding, the difference between simile
and metaphor is that simile uses the words “like” and “as” to compare
Well said, Draco! 50 points for Slytherin thing directly while metaphor doesn’t use these words but compares
two different things based on their similarities.
E. Discussing new Difference between simile, metaphor and personification.
concepts and practicing
new skills #2

F. Developing mastery Ask questions about the lesson

(leads to Formative
Assessment 3)
G. Finding practical
applications of concepts Activity
and skills in daily living
H. Making relation
generalizations and
abstractions about the
lesson
I. Evaluating learning Quiz, self assessment

J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
1. No. of learners who
earned 80% in the
evaluation
2. No. of learners who
require additional
activities for
remediation
3. Did the remedial
lessons work? No. of
learners who have
 caught up with the
lesson
4. No. of learners who
continue to require
remediation
5. Which of my
teaching strategies
worked well? Why
did these work?
6. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Submitted by: Checked and Reviewed by: Noted by: