DETAILED LESSON PLAN IN ENGLISH
School: ACEREDA INTEGRATED SCHOOL Grade Level: 7
Teacher: RHEA T. ALO Learning Area: English
Teaching Dates
and Time: 10:45-11:45 Quarter: 2ND
OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. Tomeet the objectives, necessaryprocedures must be
followed and if needed, additional lessons, exercises andremedial activities maybe done for developing content knowledge and
competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and
enable children to find significance andjoyin learning the lessons. Weeklyobjectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining
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 Standards: The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating
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 Competencies/Objectives:
Write the LC Code for each
The learner should be able to…
a. EN7V-II-a-10.1: Discriminate between literal and figurative language
b. EN7V-II-a10.1.1: Classify sample texts into literal or figurative
I. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims toteach. In the CG, the content can be
tackled ina week or two.
Lesson 1 . How Others See Me
II. LEARNING RESOURCES
Lists the materials tobe usedin different days. Variedsources of materials sustainchildren’s interest inthe lessonand inlearning. Ensure
that there is a mix of concrete andmanipulative materials as well as paper-basedmaterials. Hands-onlearning promotes concept
development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages P 184-190
3. Textbook Pages P 184-190
4. Additional Materials from Learning
Resource (LR) portal
Downloaded video from youtube.com about identifying figurative and literal language.
B. Other Learning Resources Downloaded video from youtube.com about identifying figurative and literal language.
III. PROCEDURES
These steps should be done across the week. Spread out the activities appropriatelyso that students will learnwell. Always be guided by
demonstrationof learning by the students which you can infer from formative assessment activities. Sustainlearning systematicallyby
providing students with multiple ways to learnnew things, practice their learning, question their learning processes, anddraw conclusions
about what they learned inrelationto their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Presenting the
New Lesson
ELICIT
How I View Myself
On a half-sheet of paper, complete the visual organizer below by writing at five traits which you believe you have.
B. Establishing a Purpose for the Lesson ENGAGE
How Others View Me
For this activity, you will need a piece of paper, and some tape. Write your name at the center of this paper. It is
advisable to encircle your name. Move around the classroom, look for your classmates, and write only one word
on each of their respective papers. That word must be an adjective which you think best describes that
classmate. After five minutes, take the piece of paper from your back and look at how your classmates described
you. Now compare the descriptions that your classmates wrote for you with those you wrote for yourself. How
similar are they? How different are they?
What I think of myself?

C. Presenting Examples/Instances of the Lesson
A video clip will be shown to the class. ( about literal and figurative language)
Students are encouraged to ask questions.
D. Discussing New Concepts and Practicing New
Skills #1
EXPLORE
Literal language- it means exactly what it says. (i.e. there is no other meaning)
Figurative language is more elaborate than literal language, and this type of writing is commonly used in works of
literature.
E. Discussing New Concepts and Practicing New
Skills #2
F. Developing Mastery (Leads to Formative
Assessment)
EXPLAIN
Here are some examples:
Literal descriptions Figurative discriptions
Grass looks green. The grass looks like spiky green hair. (simile)
Sand feels rough. Sand is solid water. (metaphor)
The flower smells sweet. The flower has the sweetest smelling petals in the
world. (hyperbole)
Grasshoppers make a
high pitched noise.
Grasshoppers are fiddlers who play their legs.
(personification)
G. Finding Practical Applications of Concepts
and Skills in Daily Living
H. Making Generalizations and Abstractions
about the Lesson
ELABORATE
Figurative language- it uses similes, metaphors, hyperbole, personification to describe something often through
comparison with something different.(i.e. there is an underlying meaning). 1
Literal language- it means exactly what it says. (i.e. there is no other meaning)
I. Evaluating Learning EVALUATE
Literal or Figurative?
Determine whether each statement below is literal or figurative. Write L if the statement is literal. Write F if the
statement is figurative.
1. Berto was tasked by Delia to kill Berto‘s adopted dog.
2. Centipedes often scare people because of how they look.
3. Delia‘s resentment toward Eddie could be traced back to their mother‘s death.
4. Eddie saw his sister as a thorn on his side – something which should be plucked.
5. Eddie‘s feelings toward his sister could be compared to that of an overheated kettle.
6. Eddie‘s sister was stunned when she saw the centipede.
7. Even as a young boy, Eddie already had the instincts of a hunter.
8. For most of the story, Eddie and Delia were like oil and water.
9. Once, Eddie thought that Delia was extending the olive branch to him.

10. Their father often told Eddie and Delia to keep the peace.
The correct answers are: 1. L 2. L 3. L 4. F 5. F 6. L 7. L 8. F 9. F 10. F
J. Additional Activities for Application or
Remediation
EXTEND
In your English notebook, write an example of the following figure of speech.
1. Idiom
2. Simile
3. Metaphor
4. Hyperbole
5. Personification
IV. REMARKS Lesson carried. Move on to the next objective/competency.
V. REFLECTION
Reflect on your teaching andassess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to
be done to helpthe students learn?
Identify what help your instructional supervisors canprovide for you so when you meet them, youcan ask them relevant questions.
A. No. of learners who earned 75% in the
evaluation
30 out of 35 students who were present during that lesson were able to get 75% and above from the evaluation.
B. No. of learners who require additional
activities for remediation
5 students out of 35 need remediation and these are the students who were not around during the class.
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson
Yes. They were able to catch up with the lesson after the remedial lesson.
D. No. of learners who continue to require
remediation
None.
E. Which of my teaching strategies work well?
Why did these work?
By using videos and some ICT resources during the class. It was very effective as students became attentive
with the used of the technology. It is efficient and effective to download videos from youtube that could help my
students understand the lesson well. I also made sure that from time to time I simply review them with the topic.
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
None.
G. What innovations or localized materials did I
used/discover which I wish to share with
other teachers?
By using examples that can be found and be used on daily basis.
Preparedby:
NOTED:
RHEAT. ALO MA. ETHEL B. RICAFORT
SST-I PRINCIPAL-I