Daily Lesson Log in English 10
Teaching Date: Sections:
I. OBJECTIVES:
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
Time:
March 5, 2020 Newton 1:10-2:10
Thursday Thomson 2:10-3:10
Galilei 4:10-5:10
The learner demonstrates understanding of how world literature and other text
types serve as sources of wisdom in expressing and resolving conflicts among
individuals, groups and nature.
The learner participates actively and collaboratively in the given tasks.
A. EN10LT-IVb2.2: Determine the figures of speech used in a poem
B. EN10LT-IV-b2.2.2: Explain the different types of figures of speech
C. EN10LT-IV-b2.2.2: Give examples for each type of figures of speech
Figures of Speech
English 10 Teacher’s Guide pp.
English 10 Learner’s Guide pp.
N/A
N/A
Literary Devices: Definition and Examples of Literary Terms
https://literarydevices.net
https://literarydevices.net/simile/
Indicator #1: Applies knowledge of content within and across curriculum teaching areas
Indicator #2: Uses a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills
How many lines and stanzas does the poem “A Martian Sends Postcard Home”
have?
How would you compare the Martian to us human beings?
Refer to the given objectives by letting the students to read them one by one.
Inform the students about the classroom rules.
Read aloud the following poem and analyze the highlighted phrases.
A Martian 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 se
en 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 a room with the lock inside –
a key is turned to free the world
for movement, so quick there is a film
to watch for anything missed.
But time is tied to the wrist
or kept in a box, ticking with impatience.
In homes, a haunted 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 a 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 everyone’s pain has a different smell.
At night, when all the colours die,
they hide in pairs
and read about themselves –
in colour, with their eyelids shut.

Why do you think those lines are highlighted? Discuss.

Yellow – metaphor
Blue – personification
Purple – simile
Green – hyperbole
Gray - allegory

D. Discussing new concepts Discuss what figures of speech is. Enumerate its types, explain the meaning and
and practicing new skills give examples for each.
1. Simile
Example:
O my Luve’s like a red, red rose
That’s newly sprung in June;
O my Luve’s like the melodie
That’s sweetly played in tune. (“A Red, Red Rose” By Robert
Burns)

2. Metaphor
Example:
…and it’s you are whatever a moon has always meant
and whatever a sun will always sing is you … (“i carry your heart
with me” By E. E. Cummings)
3. Personification
Example:
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. (I Wandered Lonely as a Cloud
(by William Wordsworth)

4. Hyperbole
Example:
I’ll love you, dear, I’ll love you
Till China and Africa meet,

E. Discussing new concepts
and practicing new skills #2
F. Discussing new concepts
and practicing new skills #3
F. Developing Mastery
And the river jumps over the mountain
And the salmon sing in the street,
I’ll love you till the ocean
Is folded and hung up to dry. (“As I Walked One Evening” By W. H.
Auden)
5. Oxymoron
Example:
The shackles of love straiten’d him
His honour rooted in dishonoured stood
And faith unfaithful kept him falsely true (“Lancelot and Elaine” By
Alfred Lord Tennyson)
6. Metonymy
Example:
Friends, Romans, countrymen, lend me your ears. (Julius Caesar (By
William Shakespeare)
Identify each of the following sentences whether it is simile, 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 guests that the couple’s friendship was deeper than
the sea, and sweeter than honey.
3. The pen is mightier than the sword.
4. The businessman was so busy that he was attending to a million calls
simultaneously.
5. The program was not liked by the people, for a lot of unpopular
celebrities were invited.
6. Philippines decides to keep check on immigration.
7. The student moved as fast as lightning after getting permission from the
teacher for an early release.
8. All the politicians agreed to disagree.
9. When he sat the test, the words and the ideas fled from his mind.
10. The skyscraper was so tall that it seemed to kiss the sky.
Complete the story with the use of the indicated figure of speech. State the
answer to the class. Do this with your partner for 2 minutes.
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 old lady agreed and she replied, “(metaphor).”
Describe the following pictures using figures of speech.
Indicator #1: Applies knowledge of content areas within and across content areas
G. Finding practical Do the following activities with your groupmates. You will be given 5 minutes to
application of concepts and prepare. Perform your assigned task within 3 minutes.
skills in daily living

Indicator #3: Applies a range of teaching strategies to develop critical and creative thinking as well
as higher- order thinking skills
Indicator #4: Manages classroom structure to engage learners, individually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical learning
environments
Indicator #6: Uses differentiated developmentally appropriate learning experiences to address
learners’ gender, needs, strengths, interest and experiences
Group 1:
Indicator #7:Choose one orand
Plans, manages more figurative
implements language and
developmentally compose
sequenced a 1-stanza
teaching and learning
processes to meet curriculum requirements and varied teaching contexts
inspirational poem with 5 lines. Present your work in the class through a choral
presentation.
Group 2: Create a short role playing about students’ discipline. Use different
figures of speech in your dialogues.
Group 3: Showcase a Beauty Pageant highlighting the Q and A portion. Make
use of figures of speech in asking and answering beauty pageant questions.
Group 4: Imagine that you are politicians (mayor and councilors) who are
campaigning for the upcoming election. Deliver a campaign speech using figures
of speech.
Group 5: Present a Fliptop Battle where two boys will compete to win a girl’s heart by
exchanging pick-up lines. Assign a host and the rest will be the audience. The girl will
choose the boy who has delivered the “cheesiest” pick-up lines, and she should declare
the winner at the end of the battle. Use any figures of speech in your rap lines (strictly no
foul words).
H. Making  What have you learned today about the figures of speech?
generalizations and  Why do we have to study the different types of figures of speech?
abstractions about the  How can we use these figures of speech in our daily lives?
lesson

I. Evaluating learning The following rubric will be used in evaluating your group presentation.

CRITERIA DESCRIPTION

1. Teamwork (5pts) The group worked very well with each other and the
presentation was shared equally among the group
members.

2. Organization (5pts) Presentation was very organized and was very easy
to follow. Transitions between group members were
well planned and executed cleanly.
 3. Content (5pts) Group members had a stronghold on the content and
content was thoroughly addressed. No mistakes were
made with regard to content knowledge.

4. Delivery (5pts) Eye contact is effectively established with the

audience; gestures and verbal
cues are used to reinforce particularly important
ideas; no excessive use of vocalized pauses (e.g.,
“ah”, “um”); student is very articulate. Adheres to
time limit/requirement.
TOTAL: 20 POINTS

J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
Write a personal letter to your special someone using figures of speech.
The lesson was successfully carried out but further remedial activities will be
given to those students who earned 80% below.
A. No. of learners who earned 80% Most of the students earned 80%
in the evaluation and above
B. No. of learners who require 5 to 10 students each section
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? Yes
No. of learners who have caught up
with the lesson
D. No. of learners who continue to 5 or more students in each section
require remediation
E. Which of my teaching strategies The group activity worked well because
worked well? Why did these it enables the students to learn easily
strategies work? with his peers, and it develops teamwork
and camaraderie among their groups.
F. What difficulties did I encounter Habitual tardiness and absenteeism of the
which my principal or supervisor Students
can help me solve?
G. What innovation or localized N/A
materials did I use/discover which I
wish to share with other teachers?

Prepared by:

ROANN M. BALEZA
English Teacher
Checked by:

CARINA F. ALFARO
Head Teacher
Noted/Observed by:

RAMON BELARDO
English Supervisor

DR. CORAZON R. REGINO

Principal II