This document provides a detailed lesson plan for a 9th grade English class on Anglo-American literature. The plan covers figures of speech through classroom activities including identifying figures of speech in sample sentences, grouping common meanings for literal and figurative words, presenting on 15 figures of speech, and applying them through group activities like composing poems, songs, and role plays. Students will also complete individual assignments to identify figures of speech and research drama.

1. DETAILED LESSON PLAN
IN
ENGLISH 9
(ANGLO-AMERICAN LITERATURE)
GAMUT NATIONAL HIGH SCHOOL
Gamut, Tago, Surigao del Sur
Presented by:
ANGELITO TIMCANG PERA
Practice Teacher
Checked:
RICHIE G. LOZADA,MAED(CAR)
Critic Teacher
A.Y. 2016-2017

2. I-Learning Objectives:
At the end of the lesson, the
students will be able to:
a) Make them realized what figures
of speech is;
b) Identify the figures of speech
used in the sentences/story;
c) Explain figures of speech used
in the sentences/story;
d) Perform group given activities.
II-Subject Matter
Topic: Figures of Speech
Materials: Visual aids,pictures
Reference: A Journey Through
Anglo-American Literature p.272.
III-Procedures/Strategies
Teacher’s Activities
A. Preliminaries
a. Prayer
Cristine, lead the prayer.
Everyone is requested to stand and
let us put ourselves in the
presence of God.
Good morning! Please be seated
now and get ready for our
lesson/Preliminary activity.
b. Reading Sentences
Alright class, read after me the
following sentences below.
1. She sells sea shells on the sea
shore. Alliteration
2. The baby is like an angel. Simile
3. I saw, it with my own
eyes.Pleonasm
4. She walks in Beauty, Beauty must
die. Anadiplosis
5. She passed away.Euphemism
c. Idiom of the day
“A piece of cake’” means very easy
Sentence: The English Test is a
piece of cake.
Students’ Responses
Varied responses
Detailed Lesson Plan in English

3. d. Review of the previous lesson
B. Lesson Proper
Task 1 MOTIVATION
Work in 8 groups, the teacher
will prepare will paste two words
namely Literal and Figurative on
the board. Each group will have to
give meanings closely related to
the words.
 Alright class, I have here two
words namely: Literal and
Figurative. All you have to do is
give them meanings with your own
words. The more meanings to give,
the more points to receive.
Task 2. READ, READ THE SENTENCES
Alright, class! Read the following
sentences and study each.
1. The deafening silence can be
felt inside the room. Oxymoron
2. I’ve told you that a million
times. Hyperbole
3. Knight in shining armor, come
rescue me. Apostrophe
4. Gray was the morn, all things
were gray Chiasmus
5. He was tormented by fears, fears
that were soon to be realized
Anadiplosis
6. I ne’er lied to you. Syncope
7. Graduation ball was held in gym.
Apocope
8. I heard a bang from a gun.
9. That was not a bad performance.
Litotes
10. She didn't speak. She didn't
stand. She didn't even look up
when we came in. Anaphora
Alright, class!
1. What do you noticed about the
underlined words?
2. What do you call a word/phrase
that gives
figurative/connotative meaning
Varied responses

4. to certain
sentences/literature?
3. What are examples of figure of
speech?
4. How these figures of speech are
useful in literature?
2. Abstraction
A figure of speech is a
phrase/word having different
meanings than its literal
meanings.
 Presentation of the 15
Figurative languages
3. Application (Group activity):
Task 3 FIGURATIVE, MY FIGURATIVE
With your group, study the
sentences/phrases in each number
and identify to what figures of
speech are used.
1. Oh Rain, how long will you fall
upon me?
2. I can move mountains for you.
3. The world is a stage and where
we are all actors.
4. They ate like a bird.
5. The photo has a sentimental
value to his friend.
6. That man is visually impaired.
7. A yawn may be defined as a
silent yell.
8. I didn’t say that I hate you.
9. He hath ears to hear, let him
hear.
10. A long and lasting love
Task 4 BRIDGING FIGURATIVES
Directions: Work in group.
Use/perform the following
activities to construct
sentences/phrases using the varied
figures of speech.
Varied responses

5. 5.1 Make/compose a poem you’re
your genre in free verse or in
rhyme scheme using simile,
metaphor, hyperbole. Write it in a
½ crosswise.
5.2 Compose a song with your own
lyrics and melody in your chosen
genre using apocope, syncope and
apostrophe. Write in a ½
crosswise.
5.3 Make/compose a jingle with own
genre using onomatopoeia,
alliteration and anaphora. Write
in a ½ crosswise.
5.4 Construct 5 sentences using
litotes, pleonasm and hyperbole.
Write it in a ½ crosswise.
5.4 Make a short role play with
your own theme/concept using
euphemism, anadiplosis and
chiasmus. Write it in a ½
crosswise.
Assessment: (Individual Activity)
Directions: On a ½ crosswise,
identify the gerund and its uses
in the sentences.
1. O, Death, where is thy sting?
2. Parting is such sweet sorrow.
3. He is as big as elephant.
4. Ding dong! the bells are gonna
chime.
5. How is it possible to have a
civil war?
6. You are the light of my life.
7. She could devour an entire cow
because of her hunger.
8. Her friend is like a wolf in a
sheep’s skin.
9. I am talkin to you.
10. Our friendship has o’er.
ASSIGNMENT
Research the definition of Drama
and its elements. Write in a ½
crosswise.
Varied responses
Varied responses