The document provides details of an English lesson plan for 10th grade students. The lesson plan aims to teach students about four literary devices: analogy, caesura, paradox, and synecdoche. The plan outlines classroom activities including an introductory jumbled letters activity to engage students, followed by a discussion of the four devices where students will define, identify, and explain examples of each. Teaching methods include whole class discussion, examples presented on a monitor, and students reading the lesson objectives.

1. KORONADAL NATIONAL COMPREHENSIVE HIGH SCHOOL
ENGLISH DEPARTMENT
DETAILED LESSON PLAN IN ENGLISH (GRADE 10)
Subject Level:English 10 Date: March 4, 2019
Quarter:4th
Quarter No. of Meeting:1 Meeting (1 hour)
Designer/Teacher:Charm A. Posadas Class Section: Calderon (Rm. 19)
Time: 9:45-10:45
I. Administrative Routine
Prayer
Greetings
Checking of attendance and uniform
II. Objectives
a. General
At the end of the lesson, students are expected to know the Four Literary Devices
(Analogy, Caesura, Paradox and Synecdoche).
b. Specific
At the end of one hour class session, 85% of the students are expected to do the
following tasks with 85% accuracy.
 Define paradox, synecdoche, caesura and analogy.
 Identify whether the sentence, statement or phrase is paradox, synecdoche, caesura or
analogy.
 Explain each Literary Devices under study in 2-5 sentences.
III. Subject Matter
Literary Devices (Analogy, Caesura, Paradox and Synecdoche)
IV. Materials
 Colored chalk and Chalk board
 Laptop and Monitor- with lesson encoded
 Cartolina- for the objectives and classroom rules
 Bowl and Paper Strips (For the Activity)
V. Procedure(4A’s Method)

2. Teacher’s Activity Students Activity
Daily Routine
 Prayer
Say: I’m requesting everyone to please stand.
Let us pray.
(The teacher will lead the prayer)
 Greetings
Say: Good morning class!
Say: How are you today?
Say: That’s great!
Say: Anyway, I would like to introduce myself to
you first. I am Charm A. Posadas, a pre-service
teacher from King’s College of Marbel, Inc. and
I will be your teacher for two days.
Say: I hope that in this short period of time of
being with you as your practice teacher, we will
be able to build a good relationship with each
other.
 Checking of Attendance
(The teacher will check students’ attendance)
 Classroom Rules
Say: Class, I have made a classroom rules for
you to follow and I am expecting all of you to
comply with these rules willingly and
responsibly. Can I count on you with that?
Say: Thank you!
*Rules are written in cartolina and will be
posted on the board*
Say: I’m requesting everyone to please read
our classroom rules.
Good morning Ma’am!
We’re good Ma’am!
Yes Ma’am!

3. Say: Thank you. Do you have any questions or
clarifications regarding our classroom rules?
A. Activity (Jumbled Letters)
Say: Before we proceed to our lesson, we will
first have an activity.
Procedures:
 The teacher will flash each jumbled
word on the monitor with its meaning
below.
 The teacher will ask the students to form
the correct word out of the given
jumbled letters.
1 LARYTIRE SIDEVEC
techniques that writers use to create
a special and pointed effect in their
writing, to convey information, and/or to
help reader understand the piece on a
deeper level.
2 ANGOLAY
is a comparison of two things to show
their similarities. Sometimes the things being
compared are quite similar, but other times
they could be very different.
3 SUCAREA
refers to a break or pause in the
middle of a line of verse. It’s simply part of
the way the reader or singer pronounces the
line.
None Ma’am.
Literary Devices
Analogy
Caesura
Classroom Rules
1. Always listen when the teacher
is talking.
2. Raise your right hand if you
want to speak.
3. Wait for your turn to speak; do
not answer in chorus.
4. Do not disturb your classmate
or seatmate when the discussion
or activity is going on.
5. Show courtesy and respect to
one another.
Classroom Rules
1. Always listen when the teacher
is talking.
2. Raise your right hand if you
want to speak.
3. Wait for your turn to speak; do
not answer in chorus.
4. Do not disturb your classmate
or seatmate when the discussion
or activity is going on.
5. Show courtesy and respect to
one another.

4. 4 ARADOXP
is a statement or group of sentences
that seems to contradict the truth but is an
implied truth. They describe an action or
situation that seems absurd but yet can be
true.
5 SNYCODECHE
can use a part to represent a whole; it
can also use the whole to represent a part.
B. Analysis
Say: What do you think of those words you
have formed out of the jumbled letters?
Say: Very good!
Say: Our lesson for today class is about literary
devices. Specifically, analogy, caesura, paradox
and synecdoche. But before we proceed to our
discussion, let’s read first our lesson objectives.
At the end of one hour class session,
85% of the students are expected to do the
following tasks with 85% accuracy.
 Define paradox, synecdoche, caesura and
analogy.
 Identify whether the sentence, statement or
phrase is paradox, synecdoche, caesura or
analogy.
 Explain each Literary Devices under study
in 2-5 sentences.
Say: I am requesting those who are wearing
their complete uniform to kindly read the
objectives posted on the board.
Paradox
Synecdoche
Ma’am, those words are examples of literary
devices.
At the end of one hour class session, 85% of
the students are expected to do the following
tasks with 85% accuracy.
 Define paradox, synecdoche, caesura
and analogy.
 Identify whether the sentence, statement
or phrase is paradox, synecdoche,
caesura or analogy.
 Explain each Literary Devices under
study in 2-5 sentences.

5. Say: Thank you!
Say: Now, who can define literary device?
Say: Very good!
C. Abstraction
(Discussion)
Literary Devices–are techniques that writers
use to create a special and pointed effect in
their writing, to convey information, and/or to
help reader understand the piece on a deeper
level.
Figure of Speech– is a word or phrase using
figurative language- language that has other
meaning than its normal definition. In other
words, figures of speech rely on implied or
suggested meaning, rather than a dictionary
definition.
Four Literary Devices
I. Analogy(ǝ-’na-lǝ-jē)
- The term analogy derived from the Greek
word “analogos” which means
“proportionate.”
- An analogy is a comparison of two things
to show their similarities. Sometimes the
things being compared are quite similar,
but other times they could be very
different.
- An analogy is comparable to metaphor
and simile in that it shows how two
different things are similar, but it’s a bit
more complex. Therefore, analogy is more
extensive and elaborate than either
a simile or a metaphor.
Function of Analogy
- Writers use analogy to link an unfamiliar
or a new idea with common and familiar
objects. This makes it is easier for readers
to comprehend a new idea, which may
have been difficult for them to understand
otherwise. In addition, by employing this
literary tool, writers catch the attention of
their readers. Analogies help increase
readers’ interest as analogies help them
relate what they read to their life.
Ma’am, literary device are techniques that
produces special effects.

6. Examples:
1) Life is like a race. The one who keeps
running wins the race, and the one who
stops to catch a breath loses.
2) Just as a sword is the weapon of a
warrior, a pen is the weapon of a writer.
3) Just as a caterpillar comes out of its
cocoon, so we must come out of our
comfort zone.
4) They crowded very close about him, with
their hands always on him in a careful,
caressing grip, as though all the while
feeling him to make sure he was there. It
was like men handling a fish which is still
alive and may jump back into the water.
5) The people are taking a prisoner to the
gallows to be hanged. They are holding
him firmly, as if he were a fish which
might slip away and escape.
II. Caesura(see-ZOO-ra)
- the term caesura derives from the Latin
verb “caedare”, which means to “cut
off.”It is a complete pause marked by a
comma, space, dash, ellipsis or any other
punctuation mark.
- Caesura refers to a break or pause in the
middle of a line of verse. It’s simply part
of the way the reader or singer
pronounces the line. It can be marked as
|| in the middle of the line, although
generally it is not marked at all. At times,
it occurs with punctuation; at other times
it does not. In this article, we’ll include the
|| mark for the sake of clarity.
Types of Caesura
1) Initial Caesura- a caesura that occurs at the
beginning of line of poetry.
2) Medial Caesura- a caesura that occurs at
the middle of the line of poetry.
3) Terminal Caesura- a caesura that occurs at
the end of the line of poetry.
Function of Caesura
- A caesural break creates various effects,
depending upon the way it is used.
Sometimes it breaks the monotonous
rhythm of a line and forces readers to focus
on the meaning of the phrase preceding
the caesura. In some other cases, it might

7. create a dramatic or ominous effect.
Normally, it happens in the middle of a
sentence, or phrase in poetry. It also adds
an emotional and theatrical touch to a line,
and helps convey depth of the sentiments.
Examples:
1) I hear lake water lapping || with low
sounds by the shore.
2) Lord forgives him, || he got them dark
forces in him.
3) We gather, || we shout,Then we gossip
together on festivities.
4) It is for you we speak, || not for ourselves:
You are abused || and by some putter-on
That will be damn’dfor’t; || would I knew the
villain,
I would land-damn him. || Be she honour-flaw’d,
I have three daughters; || the eldest is eleven
5) I’m nobody! || Who are you?
Are you nobody, too?
Then there’s a pair of us || – don’t tell!
They’d banish || – you know!
III. Paradox (PAR-a-dox)
- The word paradox comes from the Greek
"paradoxos," meaning contrary to
expectation, or strange.
- A paradox is a statement or group of
sentences that seems to contradict the
truth but is an implied truth. They describe
an action or situation that seems absurd
but yet can be true.
- A paradox can be thought provoking but
also fun to think about.
Function of Paradox
- Paradox in most poems normally strives
to create feelings of intrigue and interest
in readers’ minds, to make them think
deeper and harder to enjoy the real
message of the poem.
Examples:
1) I know one thing; that I know nothing.
2) This is the beginning of the end.
3) The second sentence is false. The first
sentence is true.

8. 4) Nobody goes to Murphy’s Bar anymore
— it’s too crowded.
IV. Synecdoche (si-nek-duh-kee)
- Synecdoche is a Greek word which
means receiving together.
- Synecdoche can use a part to represent
a whole; it can also use the whole to
represent a part.
Let us look at some of the examples of
synecdoche that we often hear in casual
conversations:
 The word “bread” refers to food or
money, as in “Writing is my bread and
butter,” or “He is the sole breadwinner.”
 The phrase “gray beard” refers to an old
man.
 The word “sails” refers to a whole ship.
 The word “suit” refers to a businessman.
 He drives the most expensive “wheels” in
the city. Wheels refers to “a car”
 Referring to a helper as a "hand."
 Referring to the alphabet as the "ABCs."
 Get out of my face! This means “get
away from me”
Function of Synecdoche
- Like any other literary device,
synecdoche when used appropriately
adds a distinct color to words, making
them appear vivid.
Examples:
1) The Department of Education announced
new plans for the education reform.
2) Lend me your ears.
3) Philippines beat Japan in the Olympic
Games.
4) He has many mouths to feed.
5) I have 10 minds working on the solution.
Say: Do you have any question regarding our
lesson for today class?
Say: If that’s so, then who can give me an
example of paradox?
Say: Thank you! How about analogy? Caesura
and Synecdoche?
Say: Very good class!
None Ma’am.
*Student’s Answer*
*Students’ Answers*

9. D. Application
Say: This time, we will have another activity. Are
you ready?
Procedures:
 The teacher will flash each phrase, line,
sentence, or statement on the monitor
and the students will identify whether it
is analogy, caesura, paradox or
synecdoche.
 The teacher will call on one volunteer to
draw a strip inside the bowl and do what
is written on the strip.
 The strips contain tasks that the
students will do. For example: The first
volunteer have already picked up a strip,
he/she is going to read aloud what is
written on the strip and will do it. e.g.
“Ask your seatmate to give his/her
answer for the flashed item.” Then,
the student will ask his/her seatmate to
answer the item being flashed in the
monitor.
1. I survived, but it’s not a happy ending.
2. Was it a vision, or a waking dream?
3. People care about animals, but embrace
diets that involve harming them.
4. A boy has been admitted to the hospital. The
nurse says, “He’s in good hands.”
5. I was a coward. I went to war.
6. Raising children requires the same
dedication you would give to a garden. Nurture
them, feed them, introduce them to both light
and dark, and have patience; and soon you will
see them grow into blooming wonders.
7. The microphone explodes.// shattering the
mold.
8. Hand is to glove as foot is to sock.
9. Adrian asks for Joy’s hand.
10. Cold is to hot as wet is to dry.
11. What gunpowder did for the war the printing
press has done for the mind.
12. To be, || or not to be — || that is the
question...
Yes Ma’am!
1. Paradox
2. Caesura
3. Paradox
4. Synecdoche
5. Paradox
6. Analogy
7. Caesura
8. Analogy
9. Synecdoche
10. Analogy
11. Analogy
12. Caesura

10. VI. Evaluation
General Objective:To show knowledge about literary devices.
A. Specific Objective: To explain the terms; analogy, caesura, paradox and
synecdoche.
Directions: Explain the following terms in 2-5 sentences. (5 pts. each)
1-5. Analogy
____________________________________________________________________________
________________________________________________________________
6-10. Caesura
11-15. Paradox
____________________________________________________________________________
________________________________________________________________
16-20. Synecdoche
____________________________________________________________________________
________________________________________________________________
VII. Assignment
 For the teacher: Check student’s works
 For the Students: Have an advance study about “Drawing Conclusion”
Prepared by:
CHARM A. POSADAS
Practice Teacher
Checked by:
GRACE C. ARELLANO
Cooperating Teacher