DETAILED LESSON PLAN IN ENGLISH 7

I. Objectives

A. Content Standard
The learners demonstrates understanding of: Philippine literature during the Period of
Apprenticeship as a means of examining conflicts; various purposeful listening and viewing
strategies; differences between literal and figurative language; ways to extract and condense
information based on the library sources; verbal and non- verbal cues; use of phrases, clauses,
and sentences meaningfully and appropriately.

B. Performance Standards
The learners transfers learning by: resolving conflicts presented in a literary selection; using
tools and mechanisms in locating library resources; extracting information and noting details
from text to write a précis, summary or paraphrase; distinguish between and using literal and
figurative language and verbal and non- verbal cues; use phrase, clauses and sentences
meaningfully and appropriately.

C. Learning Competency

EN7V-II-h-10.1.3: Identify figures of speech that shows contrast (irony, oxymoron,

paradox)

D. Learning objectives
1. To identify different figures of speech that shows contrast
2. To explain the difference between irony, oxymoron and paradox
3. To discriminate the usage and function of the different figure of speech that shows
contrast
II. Content : Figure of Speech:Irony, Oxymoron and Paradox
III. Learning Resources
A. References: English 7 Learner’s material pp.
1. Learner’s Material page:230; 252-254; 276-278.
2. Teacher’s Guide page:
3. Online resources:https://www.myenglishpages.com/site_php_files/writing-
irony.phphttps://www.thoughtco.com/awfully-good-examples-of-oxymorons-
1691814https://penlighten.com/examples-of-paradox-in-literature
B. Other Learning Resources
 Power Point presentation
 Cartolina
 Marker
 Manila paper
 Projector/led tv screen

IV. Procedure

Teacher’s Activity Student’s response

A. Daily Routine

1. Prayer Let us pray. In the name of the Father, of the son

Kaye Ann, please lead our prayer and of the Holy Spirit. Lord we thank you for
giving us another opportunity to go on with our
everyday lives. May you be the one to lead us in
everything that we do; we also ask for your
guidance as we study. Give us your knowledge
and wisdom for us to understand the ideas to be
shared by our teacher. We ask this in Jesus name,
2. Greetings Amen.
Good morning 7!
“Good morning Ma’am”!
Before you sit, please arrange your
chairs and pick pieces of papers that
you might see.
 3. Checking of attendance

Say present as I call your name.

Janine, Johannes, Grace Ann. . . “Present ma’am”. . .

B. Reviewing previous lesson or

presenting new lesson

Before we proceed with our today’s

discussion, who wants to give a recap
on our lesson last week?

Yes, Jharen. . .
“Last meeting we have discussed about clause.
Clauses are group of words within a sentence that
has a subject and a verb. “
Thank you Jharen. Asides from that, I
have discussed the two basic kinds of
clauses namely. . .

Yes, Gelly Joy.

“The 2 basic kinds of clauses are independent or a
main clause which is consists of group of words
that has a subject and a verb that can stand all by
itself. The dependent of subordinate clause is
consisting of group of word with both subject and
verb but unlike in the independent clause, it
Very good. cannot stand alone.”
“Is everything clear about the Clauses”?
“ Yes, Ma’am”
Before we start let us play a game
called “opposite game”. Here is what
you will do. I will say a word and you
will act the opposite of it. For
example if I said “go” you should
stop; if I said “up” you’ll go “down”;
“eat” but you will drink; “punch” but
you will “kick”; “jump” but you will
“sit”; “hot” but you will act as if
you’re freezing and vice versa. If you
did it wrong, you’re out of the game.
Is that clear?
“Yes, ma’am”
Let us try.
“JUMP”
“STOP”. . .

“Alright, let us begin…”

(A few minutes later)
Did you enjoy the game?
“Yes, Ma’am”
That’s good to hear. Are you ready for our
discussion?
“Yes, Ma’am”
C. Establishing purpose for the new lesson

Just like in the game that you have

played, today I will discuss to you the
figure of speech that shows contrast,
namely the Irony, Oxymoron and
Paradox.

Are you familiar with those? “Yes, Ma’am”

“No, Ma’am”
If that’s the case you should carefully
listen as we go along through our
discussion.

D. Presenting Examples/ Instances of the

lesson

Let us site some examples that have

this kind of figure of speech.

What have you noticed with the

following examples?

Yes Elizabeth? Based on the pictures shown, some of it contains

words with its opposite.

Very good!

Exactly, words used in the statements

contradict with one another, but it
does not mean how the words are
stated.

E. Discussing New Concept and Practicing

New Skills # 1

Irony is a figure of speech in which there

is a contradiction of expectation between
what is said and what is really meant. It’s
characterized by an incongruity, a
contrast, between reality and appearance.
 Can you identify which in the following
example contains irony?

Yes, Keyvenz! (chooses the image that shows irony in meaning)

Very good!

(chooses another picture posted)

Another one, Hannah!.

Very good!

“yes, Ma’am”
Upon reading the sentences in the picture,
do you find it funny or ridiculous?

That is how irony works. It shows

contradiction with what was being said
and by what was really meant.

F. Discussing New Concept and Practicing

New Skills #2

Some often get confused between

Oxymoron and Paradox.

Oxymoron is a figure of speech

which employs contradictory words.
Generally, the oxymoron words
appear together in one sentence. It is
not meant to confuse readers, but it is
used to add flavour and dramatic
effect to speech.

(chooses an image)
Who wants to try finding the image
with an oxymoron?

Yes Judy Ann!

That’s right.
(chooses an image)
Let us give other the chance to guess.
Another one?

Lyca!
To understand it further, let us try analyzing a
sentence with oxymoron.

Example:

“This was a minor crisis and the only

choice was to drop the product line”.

Can you find the oxymoron in the

sentence?
Minor crisis
Yes, Rose Ann!

Very good!

But there is another oxymoron in that

sentence. Who wants to try?

Darline! Only chance

That right. Thank you Darline!

As you can see, two contradictory

words are together as if to insist that
they were of the same meaning. Crisis
is defined as a time of serious
difficulty or importance, which means
that no crisis is unimportant or minor.
Similarly, “choice” implies more than
one option, which is contradicted by
“only”, which implies the opposite.

Paradoxis a figure of speech which

appears to contradict itself but can be
true. It is a literary device used by
authors to show contradictory ideas is
a thought provoking style. A paradox
has a distinct appeal because it is
usually perceived as illogical and
untrue. But after a second look, it
contains a grain of truth.

Example:
“To believe with certainty we must
begin with doubting”
(King Stanislaw II)

Basing on this example, paradox may

be consisting of a phrase or a whole
sentence. On the other hand
oxymoron comes of in two
contradictory words. “Yes, Ma’am”

Do you understand?

G. Developing Mastery

I while group you into five for your

activity.
 Directions:
Each group will be given strips of paper
with a sentence contains figures of
speech. When the timer starts you will
unfold it and identify if it is Irony,
Oxymoron or Paradox and post it on the
labels in the board. The group who will
get the highest score will be the winner.
(Students response may vary according to their
(to identify groups performance, each understanding)
paper strip will be colour coded)

Group 1 – pink
Group 2- blue
Group 3 – yellow
Group 4- lavender
Group 5- green.

H. Finding Practical Applications of

Concepts and Skills in Daily Living “Yes, Ma’am”

As a student, does the concept of figures

of speech help you with your daily living?
In life, some persons confuse as with what they
In what ways? say. Knowing that these figures of speech exist, I
Yes Gunny! will be able to understand what is being meant by
that person.

Very good!

I. Making Generalization and

Abstraction

To sum it up, the used of these figures of

speech is a way of spicing up our
composition, to make it more artistic.

J. Evaluating Learning

“Moving on , let us see if you have

listened to me. Get ¼ sheet of paper
and identify if the following
statement is an irony, oxymoron, and
paradox. Write I if it is irony, O for
oxymoron and P for paradox.

1. I can resist anything but

temptation. (P)

2. A yawn may be defined as a silent

yell. (O)

3. It is better to give than to receive.

(P)
 4. His argument is as clear as mud.
(I)

5. Talking to Aida is an awfully

good chance he would take any
time. (O)

V. Remarks

VI. Reflection

a. No. of learners who earned 80% in

the evaluation.
b. No. of learners who require
additional activities for remediation.
c. Did the remedial lesson work? No.
of learners who have caught up with
the lesson
d. No. of learners who continue to
require remediation
e. Which of my teaching strategies
work well? Why did these work?
f. What difficulties did I encounter
which my principal or supervisor can
help me solve?
g. What innovations or localized
materials did I used/ discover which
I wish to share with other teachers?