DETAILED LESSON PLAN IN ENGLISH 7

I. Objectives

At the end of 60 minutes of lesson, at least 80% of the students are

expected to achieve the following objectives:

a. Identify the common literary devices used in a poetry

b. Relate and appreciate the literary devices in a real-life situation; and

c. Construct meaningful sentences using the different literary devices.

II. Subject matter

Topic: Literary Devices in Poetry

References: https://www.slidesshare.net/JanessaMaeDalimocon2/literary
-devices-109593836
Materials: Powerpoint Presentation, Laptop, manila paper, cartolina, white
board marker, white board.

III. Procedure
A. Learning Activity

Teachers Activity Students Activity

A. Pre-developmental Activity
1. Prayer
Let us all stand and start the day with the Eugene: Let us all bow our head
prayer. Eugene, please come infront and lead
the prayer.
Lord, bless us each every students here, as
well as our teacher as we embark on
another day of learning , Amen.
2. Greetings
Good morning, Grade 7 Calliper Students: Good morning Ma’am

Please remain standing and stand straight.

Shake your hands to the left to the right and
bend your body to the right and to the left. (Students shake their hands and bend
their body)
Okay very good class. Thank you for your
cooperation.
 3. Classroom management
Before you take your seat, I would like you all
to pick up some trashes and put it in your
pocket or bag and after the class that will be
the time to throw that in the trash bin and
arrange your chairs properly. (Students pick up trash and arrange their
chairs )
Thank you, you may not take your seats.

4. Attendance checking
May I request the class secretary Litricia to
stand up and check who are the absentees
today. Litricia: None ma’am, there are no
absentees. We are all present.
Very good class, no one is absent today.

B. Review
“Pictures pictures on the wall”
Class, do you still remember our topic last
meeting?

Okay if you truly remember ore topic, we will

have an activity entitled
“ Pictures pictures on the wall”
I will post a picture infront and I will be giving
you a time to think about what is being post
infront and give a short definition. Raise your
hands if you want to answer.
Students: Yes ma’am
Picture 1.

Picture 2.
 Picture 3.

Picture 4.

Picture 5.

Okay class, who would like to answer number

1? (Students raise their hands)

Yes Diana Diana : The first picture is a sense of sight.

As you can see the boy is using a telescope
to see something from a far place.

Very good Diana, how about the second

picture?
(Students raise their hands)
Yes Mary Joy

Mary joy: Ma’am the second picture is a

sense of hearing. It is used to hear a
Very good, how about the third picture. Who sounds.
wants to answer?

Aha, Jessica?

Jessica: The third picture is a sense of

smell, we use it to smell something like
Very good, and for the fourth picture I want flowers, clothes etc.
Renalyn to answer it.

Renalyn: The picture is a sense of taste

where we use it to identify the taste of what
And for the last one, who would like to we are eating.
answer?

Yes Daniela (Students raise their hands)

Daniela: The last picture is a sense of

Nice answer , again what are the 5 senses? touch, we use this to describe something
by focusing on aspects that can be felt or
touch.

Students : Sense of touch, sense of smell,

sense of sight, sense of taste, sense of
Very good class, you really understand our hearing.
topic last meeting.

C. Motivation
“Unlocking it”
Okay class count 1 to 5 I want you to form a
five groups and each group must have a
representative to pick a number from 1 to 5.

Okay now since you pick a number, I will be (Students form a group and each
giving each group a jumbled letters. All you representative pick a number)
need to do is to arrange it until you form a
word and paste it on the board.

Am I clear class? If yes you may now start

and do it silently.
 JUMBLED WORDS:
1. OEPRYT
2. IMSIEL
3. ONITEARLLITI
4. GNEHSIL
5. TELIRYRA

Time is up, raise all your hands. Now paste

the words that you have been discover.

Group 1: POETRY

Group 2:SIMILE

Group 3:ALLITERATION

Group 4 :ENGLISH

Very good grade 7, let us all clap for each Group 5:LITERARY
group. So what have you notice class?

(student raise their hands)

Yes Gwyneth

Gwyneth: Ma’am I think the words that we

discovered is about literary device.

Okay, very good you may take your seat. Students: Yes ma’am
Are you ready to listen and to learn class?

B. Developmental Activity
1. Presentation
Translate me
Before we proceed to our lesson, let us first
have the objectives of our lesson.

Please read Lesly

Lesly: At the 60 minutes of lesson, at least

80 % of the students are expected to
achieve the following objectives:
a. Identify the common literary
 devices used in a poetry
b. Relate and appreciate the
literary devices in a real-life
situation; and
c. Construct meaningful
sentences using the different
literary devices.
Thank you Lesly, you may take your seat. So
that will be our objectives for todays lesson.

Are you ready to learn class?

Stay with your group mates and let us have Students: Yes ma’am
first an activity which entitled “Translate me”.
So I have here a different tagalog words and I
want you all to translate it into English
remember this is a group activity so please
cooperate with your groups.

Literary Device= kagamitang

pampanitikan
Poetry= Tula
Simile= Pagtutulad
Alliteration= Aliterasyon

I will only giving you 5 minutes to finish the

activity.

Time is up, now who would like to answer? (Each group sharing their ideas)

Yes Yehleen? (student raise their hands)

Yehleen: Ma’am the first word is Literary

Very good, take your seat. How about the devices
second one?
(student raise their hands)
Yes Litricia

Very good, how about the third one? Litricia: Ma’am that is Poetry

Yes Kathleen? (student raise their hands)

Very good and the last one, yes Diana? Kathleen: Ma’am pagtutulad in English is
Simile.
Very good class, let us clap for everyone.
Diana: Ma’am Aliterasyon
2. Lesson Proper
 “Que and Ey”
Let us have another activity, this activity is
the que and eyy. The right side will be the
group Que and the left side will be the group
Ey. I want one representative in each group
and come infront.

I prepared here a two questions, each

representative will ask the question to the
other group vice versa.

Question 1: What come to your mind when

you hear the word literary devices?
Question 2: What is poetry?

Representative Que: The first word come

to my mind when I hear this word is about
literary piece or a story.

Representative Ey: Poetry is an art that

invites reader to explore language in
Okay thank you to our each representative. creatice, reflective way.

Let us now proceed to our discussion. Please

read what is this class?

“Literary devices”

Students: Literary Devices

Today we are diving into a fascinating world
of literary devices, I guess you are thinking
like why you should care about metaphors,
similes, or personification. Imagine you are
reading a poetry that is simple without
literary devices. Imagine that the literary
devices are the secret ingredients on a dish
that is famous and delicious. So now what is
literary devices?

Please read Danica.

Danica: Enhance writing by adding depth,
emphasis, and richer sensory experience
for the reader.
They are tools and techniques that poets
use to enrich the meaning, imagery, and
impact of their work.
 It makes the writing more engaging and
meaningful, and connects their study to
broader skills in communication and
creativity.
Very good Danica, you may take your seat.
Now lets have the common types of literary
devices
Common Types of Literary Devices

Please read Kristine

Kristine: Imagery, descriptive language that
Imagery appeals to the senses, creating a vivid
-descriptive language that appeals to the mental pictures for the reader.
senses, creating a vivid mental pictures for (student raise their hands)
the reader.

Thank you, class what are the five senses?

Yes Frence Frence: Ma;am this are the Visual (sight),

auditory(sound), olfactory(smell),
gustatory(taste), and tactile(touch)

Very good!

Here are the examples

1. Visual Imagery
refers to the use of descriptive language that
appeals to the sense of sight, helping the
readers to visualize scenes, object, or an
events in their mind.
Please read Joy Joy: In poetry refers to the use of
descriptive language that appeals to the
sense of sight, helping the readers to
visualize scenes, object, or an events in
Thank you, you may take your seat. their mind.

In our visual imagery it often involves the

Color description, Shapes and forms, light and
shadow. Can you give me an example?

Kriscia:”Giving example”
Here is another example:
“The golden sun dipped below the horizon,
painting the sky with hues of pink and orange,
as the shadows of the trees grew long and
dark.”
 2. Auditory Imagery
Refers to the use of language that appeals to
the sense of hearing. This type of imagery
allow us to evoke specific sounds.
Can you give an example?
(student raise their hands)
Yes Kristal

Kristal: “giving example”

Very good, Kristal. You may take your seat.

Here is another example

“The leaves rustled gently in the breeze,
creating a soft, whispering sound that filled
the quiet forest.”

The third type of imagery is olfactory, please

read Jessica.

Jessica: Olfactory imagery it refers to the

use of language that appeals to the sense
of smell, allowing the readers to imagine
scents and odors. This type of imagery can
Thank you, you may take your seat, here is a evoke strong memories, emotions, and
example. associations.

3. Olfactory Imagery
“The rich aroma of freshly baked wafted
through the kitchen, mingling with the sweet
scent of cinnamon and nutmeg”.
This description allows reader to almost
smell the delicious smell of baked cinnamon.

When we say Olfactory imagery it refers to

the use of language that appeals to the sense
of smell, allowing the readers to imagine
scents and odors. This type of imagery can
evoke strong memories, emotions, and
associations.

Please read, Litricia

Litricia: This type of imagery helps reader

feel the texture, temperature, and other
physical sensations associated with
4. Tactile Imagery objects or experiences described in text.
This type of imagery helps reader feel the
texture, temperature, and other physical
sensations associated with objects or
experiences described in text.

Thank you, here is the example.

Example:
“The rough, gritty sand scratched against her
feet as she walked along the shore”
“He felt the warmth of the sun on his skin, a
comforting contrast to the cool breeze”
-this examples helps to convey the feeling of
roughness, warmth, and coolness, allowing
the reader to vividly imagine the physical
experience.

The fifth one is the Gustatory, please read

Renalyn. Renalyn: a literary device that involves the
5. Gustatory Imagery use of descriptive language to evoke the
Is a literary device that involves the use of sense of taste. This type of imagery allows
descriptive language to evoke the sense of readers to taste the food or drinking
taste. This type of imagery allows readers to described, making the experience more
taste the food or drinking described, making vivid and sensory-rich
the experience more vivid and sensory-rich

Example
“The tangy, citrusy burst of the orange filled
her mouth, followed by a refreshing
sweetness.”
In this example, gustatory imagery helps to
convey the taste sensations, such as
tanginess, sweetness.

Now, lets proceed to Metaphor. Kindly read

Diana.
Diana: a comparison between two unlike
things, suggesting a similarity or shared
characteristics without using “like” or “as”.
A direct comparison between two unlike
Metaphor things.
-a comparison between two unlike things,
suggesting a similarity or shared
characteristics without using “like” or “as”. A
direct comparison between two unlike things.

Example:
“Her voice is music to my ears”
-this implies that her voice as pleasant and
enjoyable as music
“She has a heart of stone”
“She’s a night owl”
- That means she is likely more active in
night that morning

Metaphors compare one thing to another

directly often to highlight the similarities in a
more vivid or imaginative way.

Next is Simile, please read Eugene. Eugene: use “like” or “as” to draw
comparison between two different things,
Simile highlighting similarities in a way that is
-use “like” or “as” to draw comparison often easy to visualize.
between two different things, highlighting
similarities in a way that is often easy to
visualize.

Example:
“As brave as a lion”
-this compares someone as brave as a lion.
“Her smile is like a sunshine”
-this suggest that her smile is warm and
bright similar to the sunshine like be.
Can you give me another example? Eugene: Giving example

Thank you, please read everyone.

Students:
Personification Personification
-help create vivid and relatable imagery by -help create vivid and relatable imagery by
attributing human traits to inanimate objects, attributing human traits to inanimate
animals, or abstract concepts. objects, animals, or abstract concepts.
-where non-human things are given human -where non-human things are given human
characteristics. characteristics.

Example:
“The wind whispered through the trees”
-this gives the wind the human ability to
whisper

Did you get it class? I want everyone to give

me an example. ( every one is giving example)

And for the last one, please read Kriscia

Kriscia:
Alliteration Alliteration
-the repetition of the same initial consonant -the repetition of the same initial consonant
sounds in a series of words. Example: “Peter sounds in a series of words. Example:
piper picked a peck of pickled peppers” “Peter piper picked a peck of pickled
peppers”
Example:
“Beowulf” (Anonymous Old English Epic)
The sea was sheer, the sky was shining,
The ship was safe, the shore was near

As you can see, I underlined the consonants

that are repeated.

Do you understand our lesson? Okay Students: Yes ma’am

3. Generalization
“Que and Ey”
Let us now continue our activity, again the
right side will be the group Que and the left
side will be the group Ey but now I have here a
two banner. The rules will be, who ever team
raised their banner first will be the one who
will anwer the question but if you answer it
wrong the other group will have a chance to
steal to answer.

Am I clear class? Students: Yes Ma’am

Question 1. This is the type of imagery refers

to the use of language that appeals to the
sense of smell, allowing the readers to
imagine scents and odors.
Group Que: It is Olfactory Imagery
Very good! Another question.
1.2.3.... raise your flag

Question 2. This is a common literary device

that compare between two unlike things,
suggesting a similarity or shared
characteristics without using “like” or “as”.

Group ey: Ma’am Metaphor

Very good, last question. 1...2...3... raise your
flags!

Question 3. This is a common literary device

that descriptive language that appeals to the
senses, creating a vivid mental pictures for
the reader.
Group ey: Imagery
Very good, group ey answered two questions.
Okay settle down.
 C. Post-development
1. Application
“Guess Bee”
If you really understand the lesson, I have
prepared an activity entitled “ Guess Bee”
Direction: Identify what literary device is used
in each examples.

Raise your hands to answer

Question 1.
“Tim the terrifying tiger
Tiptoes through Tangled tress”
This is an example of?
Answer: ALLITERATION
Group Que: Alliteration

Question 2.
“The trees danced in the wind”
Answer: PERSONIFICATION
Group Ey: Personification
Question 3.
“The distant roar of thunder rolled across the
sky, accompanied by the sharp crack of
lightning splitting the air”
Answer: AUDITORY IMAGERY
Group Ey: Auditory Imagery

2. Evaluation
“I need your explanation!”
th
Please bring out 1/4 sheet of paper
Direction: Answer the following.

1.What is the difference of Simile to

Metaphor? (students silently doing the activity)
2. What are the 5 senses?
3. Why literary device is important?
Students: Yes ma’am
Are you all done class, okay then pass your
papers.

3. Assignment
Study the poem by John Milton hen do a
reflection and present it to the class.
Students: Yes ma’am
Are we clear grade 7? Students: None ma’am
Any questions? Clarification?
If none, that concludes our meeting. Next
meeting we will be discussing new lesson.
Keep all your things and stand.

Please lead the closing prayer, Riabel. Riabel: Let us all bow our head and feel the
presence of the Lord. Dear heavenly father
thank you for your guidance and being with
us, I pray that you bless us all and we thank
you for everything, Amen.

Please arrange the chairs properly before you

leave the classroom. Goodbye grade 7, see Students: Good bye and Thank you Ma’am
you tomorrow.

Prepared by:

Diana Rose S. Vinluan