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Lesson Plan on Figures of Speech

This lesson plan aims to teach students about figures of speech including onomatopoeia, personification, and hyperbole. The teacher will begin with a review of the previous lesson, then motivate students with an interactive activity to introduce the new topics. Finally, the teacher will provide direct instruction on defining and giving examples of each figure of speech, checking for student understanding along the way. The goal is for students to understand and value these literary devices.

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Rose Ann Esguerra Fajardo
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56 views9 pages

Lesson Plan on Figures of Speech

This lesson plan aims to teach students about figures of speech including onomatopoeia, personification, and hyperbole. The teacher will begin with a review of the previous lesson, then motivate students with an interactive activity to introduce the new topics. Finally, the teacher will provide direct instruction on defining and giving examples of each figure of speech, checking for student understanding along the way. The goal is for students to understand and value these literary devices.

Uploaded by

Rose Ann Esguerra Fajardo
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Detailed Lesson Plan

I. Objectives
At the end 6-minute session, students should be able to:
 differentiate onomatopoeia, personification, and hyperbole by their meaning and examples;
 create a short comic story integrating the onomatopoeia, personification, and hyperbole as a
means of illustration; and
 value the importance of understanding the figure of speech as a means of an artistic
expression in literary works such as comics and poem.
II. Subject Matter
a. Topic: Differentiating Figure of Speech: Onomatopoeia, Personification, and
Hyperbole
b. Reference:
c. Materials: PowerPoint Presentation, laptop, projector, printed pictures in a box,
printed words, and rewards.
d. Values Integration: Value the importance of using and understanding the figure of
speech in literary works such as comics, poem, novels, essay, and plays.

Teacher’s Activity Student’s Activity


III. Procedure
A. Daily Routine
i. Greetings All: Good morning ma’am, good morning
Good morning class! classmates! It’s nice to see you!
ii. Prayer
Okay class, please remain
standing for the prayer.
Galapon: Let us all pray.
Ms. Galapon, please lead the In the name of the Father, and of the Son, and of
prayer. the Holy Spirit. Amen.

Father God,
Come with us today,
Fill our hearts with joy,
Fill our minds with learning,
Fill our classrooms with peace,
Fill our lessons with fun,
Fill our friendships with kindness,
Fill our school with love.
Amen.
Okay, thank you Ms. Galapon!
(Other students take their seats.)

Did I say already to take your


seats? All: Sorry ma’am.

You may now take your seats.

iii. Checking Attendance


Let’s check your attendance.
Once I call your name, raise your (Students raised their hand and say their codes as
hand and say, “Maganda Ako” for the teacher calls their name.)
girls, and “Pogi Ako”
iv. Classroom Management
Before we start our lesson for
today, please pick all the papers (Students picked up all the trash inside the
and trash inside our classroom, classroom and arranged their chairs.)
arrange your chairs, and make
yourself comfortable.
B. Lesson Preview/Review
What was our topic last meeting?
(Use the class attendance to randomly call
a name to answer the question.)

[Link], please stand up. Fajardo: Ma’am our topic last session was about
the figures of speech that shows comparison of
simile, metaphor, and irony.
Okay, very good Ms. Fajardo! You may
take your seat.

To recall our topic last meeting, I want you


to answer this quickly in a ¼ sheet of
paper.

(The pictures were flashed on the


PowerPoint Presentation)

1.

2.
(Student get their papers and start to answer)

3.

(After 3 minutes)

Okay, times up!


Check your paper by yourself. Honesty is
the best policy.
(Call one student randomly from the class
attendance)

Ms. Mirador, stand up. Mirador: Ma'am the answer is metaphor.


What is the answer in number 1?

That's correct! And what do you mean by Mirador: Metaphor is a comparison of two
metaphor? unrelated objects without the use of "as" and "like".

Very good! You may take your seat.

(Call another student randomly from the


class attendance)

Mr. Dela Cruz, please stand up. Dela Cruz: Yes ma'am.

What is the answer in number 2? Dela Cruz: Ma'am the answer is Simile.

That's correct! And what do you mean by Dela Cruz: Simile is a comparison of two unrelated
Simile? objects with the use of "as" and "like". It is
somehow similar to a metaphor, but the metaphor
doesn't use "as" and "like".
Exactly! Thank you Ms. Dela Cruz.
For the last number, let us have Mr. Garcia. Garcia: The answer is irony ma'am.

That's correct! And what do you mean by Garcia: Irony is a figure of speech that
irony? communicates the opposite of what is being said.

Good job! You may take your seat.

Please pass your paper in front. (Students pass the paper in front)

Are we clear with our previous lesson? Students: Yes ma’am!

Okay let's move on to our next topic.


C. Motivation
“Let’s Solve It Kid!”

I would like you to look at these pictures


and try to sum up the intended word it (Students take a look at the pictures presented on
represents. If you get the correct answer I the PowerPoint presentation)
will give you a reward. Raise your hand if
you want to answer.

Yes, Ms. Santos. Santos: Ma'am! (She raises her hand)


Santos: I think the answer is Onomatopoeia.
Your answer is correct! Here's your
reward.
(The teacher gave a pencil to her student)

Yes, Mr. Rios. Rios: Ma'am! (He raises his hand)


Rios: I think the answer in number 2 is
That's correct! Here's your reward. Personification.
(The teacher gave a pencil to her student)

Who wants to answer the last number?


(A lot of students raises their hands)
Yes, Ms. Rivera.
Rivera: Hiperbole ma'am.
Nice try Ms. Rivera. Another hand?
Barawid: Ma'am! (He raises his hand)
Yes, Mr. Barawid.
Barawid: Hyperboley ma'am.
Still wrong, nice try Ms. Barawid.

Yes, Ms. Cheska.


Cheska: The answer is hyperbole ma'am.
Okay, you got it! Here's your reward
Cheska.

Do you have an idea about our topic for Students: Yes ma'am.
today?

That's good! Our topic for today is still the


figure of speech, the onomatopoeia,
personification, and the hyperbole. It's a
continuation of our lesson last week.

Do you have any ideas about (The students keep silence)


onomatopoeia?

How about personification? (The students keep silence)

No one? Okay, how about the hyperbole? (Ms. Santos raises her hand)
Yes, please Ms. Santos. Santos: For me ma'am, from the word hyper,
hyperbole it means energetic or something that is
being exaggerated.
Exactly! Here’s your reward.

Are you ready to learn my dear students? All: Yes ma'am!

Okay, for better understanding, let us start


our discussion for today.
D. Lesson Proper
a. Content and Skill-Building

Before we start, I want you to do this.


When I say clear, you response with crystal
if you clearly understood what we are
discussing. Students: Crystal!

Are we clear?

Okay. Can someone explain what is figure Henson: Ma'am! (Raises his hand)
of speech?

Yes, Mr. Henson. Henson: Figure of speech is also called figurative


language. It is a creative use of language to
generate an effect or express something.
Very good! Here’s your reward.

(Teacher reads the additional definition of


figure of speech)

Figure of speech is a way to add flavor or


color to a work such as in novels, comics,
poems, essays, and plays.

Now, we have another three types.


I want you to look at the pictures on the
PowerPoint Presentation and observe.

(Students look at the pictures and observe)

What do you observe?

(Someone raises a hand)

Yes, Ms. Galapon. Galapon: It's about things or objects that produce
sounds.
That’s correct! Here’s your reward.

What Kathlyn said is correct. And this is


what we call the onomatopoeia.

Onomatopoeia is a word which represents


or imitates natural sounds. And comic
books use a lot of onomatopoeia.

Example of Onomatopoeia:

(Insert pictures of samples) (5 samples)

Are we clear with onomatopoeia? Students: Crystal!!!

Let's proceed to the second one.


Look at the pictures again and observe. (Students look at the pictures and observe)

(Insert pictures)

What do you observe? (Someone raises a hand)

Yes, Kyra. Kyra: Ma'am, based on my observation, it's about


giving life to things that are not actually alive.
That's correct Kyra! Here’s your pencil.

This is what we call the personification.


Personification is a poetic literary device in
which non-living things are given human
traits. The most common example of this is
when we describe that the wind is blowing,
or the sun is shining.

Give an example of personification Shaynie: Yes ma'am. The clouds cried drops of
Shaynie. rain.

Good examples Shaynie! Here’s your Shaynie: Thank you ma’am!


prize.

Are we clear with personification? Students: Crystal!!!

Let's move on to the last one.

Look at the pictures again and observe. (Students look at the pictures and observe)

(Insert pictures)

What do you observe? (Someone raises a hand)

Yes, Raymond. Raymond: Ma'am I observed that the picture and


statements were OA or being exaggerated.
Very good, Raymond! Here’s your reward. Raymond: Thank you ma’am!

This is what we call Hyperbole. It is an


exaggerated statement or claims that are
not meant to be taken literally.

I will give you an example.


Remember when your ex told you this
statement,
"I will die if you will leave me."
Patay agad?
For you to not leave your partner, you will
say exaggerated words. Am I right? Students: Yes ma’am. (While laughing)

Can someone give me another example of (Students raises their hand)


hyperbole?

Yes, Mary Joy. Mary Joy: For example ma'am, "Pumuti na ang
mata ko kakaintay sayo."
Yes, that's a good example! Thank you
Mary Joy. Here’s your reward. Mary Joy: Thank you ma’am!

Okay, are we clear with hyperbole? Students: Crystal!!!

Again are we clear with the three types of


figure of speech? Students: Clear!!!
Are you sure? Students: Yes ma’am!

Okay, let’s proceed to our activities.

b. Guided Practice
 Collaborative Learning

“Let’s Get Ready to Jumble!”

You will be divided into three groups. (Students count 1-3 and go to their assigned group)
Count 1-3 from left to the right. After
counting, go to your respective group.

This is what you are going to do. Each


group will have a one representative and
will pick their number as well as their
topic in a jar. After that, with your
assigned type of figure of speech, you
will paste 5 examples on the board from
the magic box. Each group will be
having their magic box containing the
random examples of onomatopoeia,
personification, and hyperbole. The
group who will finish first and has a
correct example will gain the highest
score.

Here is the Scoring:


1st: 50 points
2nd: 40 points
3rd: 30 points

Take note, if you include wrong


examples on your assigned topic, there
will be a deductions. Minus 10 points per
wrong example.

Are we clear students? Students: Crystal!!!

Okay, let’s start this game.


In 3, 2, 1, GO!!! (Students starts the activity)

Illustration:

Insert picture or drawing for idea in this


game.

Okay, here are the ranking and scores:

Group 1: 2nd (-10) = 30 pts.


Group 2: 1st (-10) = 40 pts.
Group 3: 3rd = 30 pts.

Congratulations everyone! Did you enjoy Students: Yes ma’am!


it?
Let’s proceed on our next activity.

 Independent Learning
“Let’s Write It Out!”

In a ½ crosswise, you are going to


write three examples in each type of
figure of speech we discussed today.
Those are the onomatopoeia,
personification, and hyperbole.
You only have 12 minutes to finish it.
This is for 10 points. You will have a
bonus point if you complete the task.

Your time starts now. Rico: Ma’am, ½ sheet of paper po?

Yes Rico. Class, ½ crosswise okay?


Clear? Students: Crystal!!!

(After 12 minutes)

Finish or not, pass your paper in front.


Erica: Ma’am wait, hindi pa po tapos.
I said pass your paper finish or not.
(Students pass their paper)
E. Application
“Let’s Be Creative!”

Group yourself into 6 groups. Count 1-6


from left to the right. After counting, go to
your respective group. (Students count 1-6 and go to their respective
group)
In a long bond paper, you are going to
draw/create comics integrating the
onomatopoeia, personification, and
hyperbole. I will provide the bond paper.
It’s up to you on how you are going to
show it in your comics. Another thing is
put label on the figure of speech you used.
Give at least 5 examples in each type of
figure of speech in your comics. Provide ¼
sheet of paper and put your group members
in it.

Any question? Students; None ma’am.


Are we clear? Students: Crystal!!!

You only have 20 minutes to finish it. Your


time starts now. (Each group start their activity)

Rubrics for Comics:

(Insert Rubrics)

(After 20 minutes)

Finish or not pass your comics in front. (Students pass their paper)

F. Generalization

Common questions

Powered by AI

The lesson plan emphasizes the role of figurative language in enhancing artistic expression by focusing on understanding and creating examples of onomatopoeia, personification, and hyperbole. This understanding is positioned as essential for appreciating and creating artistic works like comics and poems. The inclusion of activities such as creating short comic stories using these figures of speech encourages students to use language creatively, enhancing artistic expression .

Using imagery is an effective strategy for teaching abstract concepts because it provides concrete visual references that aid in meaning-making. Images can enhance comprehension by offering context and making abstract figures of speech more relatable. For example, students can better grasp personification when they see images depicting inanimate objects with human traits. This multi-sensory approach caters to visual learners and can make abstract language tools more accessible .

Differentiating and integrating figures of speech like onomatopoeia, personification, and hyperbole into a project-based task can enhance cognitive abilities such as critical thinking, creativity, and problem-solving. This approach encourages students to understand abstract concepts deeply, apply them in a new context, and synthesize information to create meaningful artistic products. Additionally, it enhances linguistic skills and helps students appreciate the nuances of language as a tool for expression and creativity .

The lesson plan aligns with effective teaching principles for language arts by incorporating clear objectives, interactive content that supports skill-building, and diverse instructional strategies that cater to different learning styles. The use of visual aids, real-life applications, and peer collaboration fosters a dynamic learning environment. The activities encourage student autonomy, critical thinking, and creativity, all crucial components of effective language arts instruction .

The structure of the lesson plan is designed to facilitate both cognitive and emotional engagement through a combination of guided practice, collaborative group activities, and creative projects. Beginning with engaging introductions and motivation techniques captures interest. Then, skill-building activities challenge cognitive abilities, while group projects foster cooperation and emotional investment. This comprehensive approach makes learning more holistic and impactful .

The lesson plan uses several student engagement techniques such as interactive class discussions, reward systems for participation, group activities, and creative exercises. Techniques include motivation through games like "Let’s Solve It Kid!", collaborative learning activities like "Let’s Get Ready to Jumble!", and creative projects such as creating comics. These methods aim to actively involve students in learning, making them more enthusiastic and invested in understanding figures of speech .

Activities like "Let’s Write It Out" offer crucial reinforcement by requiring students to actively recall and apply their understanding to create examples of onomatopoeia, personification, and hyperbole. By engaging students in writing tasks, it solidifies their grasp on these concepts through practice and reflection, ensuring deeper comprehension. Such exercises also promote critical thinking by encouraging students to generate creative examples independently, which reflects their internalization of the lesson content .

The use of rewards in the lesson plan serves as a motivational tool to encourage student participation and engagement. By offering tangible incentives like pencils or other rewards, students are likely to be more eager to participate in activities and discussions. This approach can make learning more enjoyable and foster an environment where students strive to contribute positively and achieve the lesson's objectives .

Group work plays a critical role by promoting collaborative learning and allowing students to exchange ideas and perspectives, which deepens understanding. It helps students apply abstract concepts such as figures of speech to practical tasks, such as creating a comic, by requiring negotiation, communication, and joint-decision making. This mirrors real-world tasks where teamwork and cooperation are essential, thereby preparing students for future collaborative environments .

Competitive activities, while motivating for some students, might alienate or discourage others who do not thrive in competitive environments. This could lead to stress or reduced participation among students who fear making mistakes publicly. Additionally, it may not cater to all learning styles, potentially overlooking the needs of students who benefit from collaborative or solitary learning settings. Such limitations need consideration to ensure inclusivity and positive learning experiences .

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