Grade 7 English

Vocabulary
FIRST-QUARTER LESSON PLAN Development
CONTEXT, EXPERIENCE,
IGNATIAN PEDAGOGIGAL PARADIGM: REFLECTION,
ACTION, EVALUATION
TOPIC: Metaphor, Simile, and Personification

GENERAL CONTEXT OF LEARNERS:

Student Readiness
Students have strengthened their application of figures of speech for him or her to identify figures of speech that
show comparison.

Learning Preference
Grade 7 students are visual, auditory, and kinesthetic learners.

Differentiation based on student:

 Readiness  Interests  Learner Profile (Styles, Intelligence, or Environment)

Differentiated Instruction Response

 Learning materials (content)  Ways of learning (process)
 Ways of demonstrating learning (product)  Learning environment

Differentiated Instruction Details:

The flow of the lesson caters to the needs of the students who prefer learning by doing, reflecting using visual and
audio materials. To meet the diverse needs of students, group work and student-centered activities are used.

Content Standard
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past;
various reading styles; ways of determining word meaning; the sounds of English and the prosodic features of
speech; and correct subject-verb agreement.

Performance Standard
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using
appropriate reading styles; participating in conversations using appropriate context-dependent expressions;
producing English sounds correctly and using the prosodic features of speech effectively in various situations; and
observing correct subject-verb agreement.

Formation Standard
The learner will be able to express his or her thoughts and emotions by adding intensity to the words used to
communicate effectively.

EU - REFRACTION INSIGHT
Students will understand that figures of speech are a linguistic way of speaking that uses words in distinctive ways.

EQ - REFRACTION QUESTION
 Why is it important to recognize figurative language in literature?
 Why is it important to study the figures of speech such as metaphor, simile, and personification?
Scaffolding of reflection:
CONTENT-FOCUSED REFLECTION – CONCEPTUAL REFLECTION
1. How can you tell if the sentence is figurative or literal?
2. Can you differentiate metaphor from simile?
3. How do you describe personification?

VALUE-FOCUSED REFLECTION-METACOGNITIVE REFLECTION

1. What insights have you learned from the lesson?
2. Which part of the lesson do you find it easy? Why?
3. Which part of the lesson do you find it hard? Why?
4. How will you improve your learning in this lesson?

VALUE FOCUSED REFLECTION-PERSONAL REFLECTION

1. What lessons or values have you learned from this topic?
2. How will you apply your understanding about this topic in your life?

Learning Competencies
EN7V-II-c-10.1.2: Identify figures of speech that show comparison (simile metaphor, personification)

References/Materials:
 Textbook
 Websites

Strategies:
Inquiry-based learning
Cooperative learning
Peer teaching
Q & A conversational approach

LESSON 1
TOPIC:

Prelectio:
Hand-outs will be given ahead of time. (To be read at home by the students for the new lesson)
Literal vs. Figurative Language Literal language means exactly what it says, while figurative language uses similes,
metaphors, hyperbole, and personification to describe something often through comparison with something
different.
See the examples below.
Literal Descriptions
 Grass looks green.
 Sand feels rough.
 The flower smells sweet.
 Grasshoppers make a high-pitched noise.

Figurative Descriptions
 The grass looks like spiky green hair. (simile)
 Sand is solid water. (metaphor)
 The flower has the sweetest smelling petals in the world. (hyperbole)
 Grasshoppers are fiddlers who play their legs. (personification)

Simile is a comparison using like or as. It usually compares two unlike objects.
Example: His feet are as big as boats. Feet and boats are being compared.

Metaphor states that one thing is something else. It is a comparison, but does NOT use like or as to make the
comparison.
Example: Her hair is silk. Hair and silk are being compared.

Personification is giving human qualities, feelings, actions, or characteristics to inanimate (not living) objects.
Example: The house stared at me with looming eyes. The verb, stared, is a human action. A house is a non-living
object. Therefore, we have a good example of personification.

Have you read a poem or a book that amazed you how the author writes? Have you ever wondered why an author
writes this way? Well, here’s an example which will also serve as a motivation in learning this lesson.
The song Perfect Two by Auburn; this song contains figurative language and students will identify. They will be
given 5 minutes to gather lines or ideas that they can get from the song. Randomly, students will have to share one
line of figurative language that they’ve written out from the song.

Nexus:
Teacher will give a short quiz: 10 sentences that students will identify if it is figurative or literal language.

Directions: Identify the sentence from the first column if it is figurative or literal language. Write your answer on
the second column.
1. Grass looks green.
2. Sand feels rough.
3. The flower smells sweet.
4. Grasshoppers make a high-pitched noise.
5. The grass looks like spiky green hair.
6. Sand is solid water.
7. The flower has the sweetest smelling petals in
the world.
8. Grasshoppers are fiddlers who play their legs.
9. She ran like a bullet.
10. She is a fast runner.

Learning Objectives:
At the end of the lesson, the students will be able to:
1. identify the meaning of figurative sentences
2. differentiate simile, metaphor, and personification
3. write figurative sentences
4. express simile, metaphor, and personification in a poem
Development of the Lesson:

1. Process the answers of the students in the nexus. Ask the students to justify them.
2. Facilitate the exploration activity where students are tasked to compare two sentences.

Let's start with these sentences:

Column A Column B
Marc runs fast. Marc runs like the wind.
He is tall as well. He is a giant as well.
When he runs, his shoes make noise. When he runs, his shoes scream at me.

Guide Questions:
  What do you notice? Compare the sentences under Column A with those in Column B.
 In reading stories, which statements do you prefer? Those under Column A or B? Why?
3. Process the students’ answers and introduce them the concept of figurative language and the different
figures of speech specifically, metaphor, simile, and personification.
4. Ask the following conceptual reflection:
 How can you tell if the sentence is figurative or literal?
 Can you differentiate metaphor from simile?

5. Discuss the difference between metaphor and simile.

The difference between similes and metaphors:
A simile is a figure of speech that says that one thing is like another different thing. You can use similes to make
descriptions more emphatic or vivid. In similes, the word “as…as” and “like” are used.
Study the common patterns and examples with their meanings below.
1) something [is*] as adjective as something
Miss Villoso is as wise as an owl. Miss Villoso is very wise.
She is also as gentle as a lamb. She is also very gentle.
Above all, she observes as sharp as a knife. Above all, she observes very keenly.
2) something [is*] like something
Melody is like a red, red rose. Melody is very beautiful.
Her eyes are like stars. Her eyes are bright and lovely.
Her skin is like the whitest snow. Her skin is very white.

A metaphor is a figure of speech that says that one thing is another different thing.
This allows the use fewer words and forces the reader or listener to find the similarities.
The simplest form of metaphor is: "The [first thing] is a [second thing]."
Look at this example:
Her home was a prison.
In the above sentence, it is understood immediately that her home had some of the characteristics of a prison.
Mainly, you can imagine that she could not leave her home.
She was trapped inside. In the sentence, "prison" is a metaphor, and "her home" is the subject being described.

To sum it up:
Both similes and metaphors link one thing to another.
A simile usually uses "as" or "like".
A metaphor is a condensed simile, a shortcut to meaning, which omits "as" or "like."

SIMILE METAPHOR
Your eyes are as bright as the sun. Your eyes are my sunshine.
He eats like a pig. He is a pig.

Notice that a metaphor creates a relationship directly.

With simile A is like B. With metaphor A is B.

6. Give a seatwork on identifying whether the sentence is a metaphor or a simile.

Direction: Fill in the blank whether it is metaphor or simile.
_________1. The baby was like an octopus, grabbing all his toys.
_________2. No one invites Harold to parties because he’s a wet blanket.
_________3. The giant’s steps were thunder as he ran toward Jack.
_________4. The pillow was a cloud when I put my head on it.
________ 5. I feel like a weak dishcloth.
_________6. Those girls are like two peas in a pod.
 _________7. The fluorescent light was the sun during the test.
_________8. The teacher thinks that her class is like a three-ring circus.
_________9. The bar of soap was a slippery eel during the dog’s bath.
________10. Ted was as nervous as a cat during his interview.

7. Discuss what is personification and give examples.

Personification is a figure of speech in which an inanimate object is given human qualities or abilities.
Example 1: The thirsty soil drank in the rain.

The soil is the inanimate object. It is NOT capable of being thirsty nor drinking.
The writer personifies or gives human qualities to the soil to emphasize that
the soil is dry and absorbs water.

Example 2: The stars winked at me.

In the above sentence, you know that winking is a human quality that stars cannot do.
The sentence tells you that the stars twinkled while the speaker was looking at them.

8. Ask the following conceptual reflection questions:

 How do you describe personification?

9. Group the class and let them brainstorm and answer the following activity.
Direction: The following statements are in personification form. Find its possible meaning and write it on
the column next to it.
STATEMENT POSSIBLE MEANINGS
The waffle jumped up out of the toaster.
The thunder clapped angrily in the distance.
The avalanche devoured everything in its path.
I could hear Hawaii calling my name.
The storm attacked the town with great rage.
The popcorn leapt out of the bowl.
The phone awakened with a mighty ring.

10.Administer the quiz on metaphor, simile, and personification.

SHORT QUIZ: Simile, Metaphor, Personification

Direction: Choose the correct letter of your answer.
1. The snow was as white as a cloud.
A. Simile
B. Metaphor
C. Personification
D. Fluffy

2. The snow danced around in the wind.

A. Simile
B. Metaphor
C. Personification
D. Breezy

3. The snow was a blanket covering the ground.

 A. Simile
B. Metaphor
C. Personification
D. Fuzzy

4. After running the mile, Little Bobby was a rock laying on the ground.
A. Simile
B. Metaphor
C. Personification
D. Lump

5. Running the mile was like climbing Mt. Everest.

A. Simile
B. Metaphor
C. Personification
D. Oxygen

6. My tennis shoes stuck out their tongues at my stinky feet after running the mile.
A. Simile
B. Metaphor
C. Personification
D. Smelly

7. The band played as loud as a sonic boom.

A. Simile
B. Metaphor
C. Personification
D. Eardrums

8. The band was an army marching in perfect step.

A. Simile
B. Metaphor
C. Personification
D. left, left, left, right, left

9. The flute sang out beautifully during the concert.

A. Simile
B. Metaphor
C. Personification
D. Adele

10. The cupcake yelled, "Don't eat meeeeeee!" as Mr. Carpenter sunk in his teeth.
A. Simile
B. Metaphor
C. Personification
D. icing

Assignment:
 1. Make a pretty creative poem using the figures of speech discussed. Follow the format below. No need to
make a title.
Simile
Metaphor
Personification
Personification
Simile
Metaphor
2. Journalizing (Metacognitive Reflection Questions)
1. What insights have you learned from the lesson?
2. Which part of the lesson do you find it easy? Why?
3. Which part of the lesson do you find it hard? Why?
4. How will you improve your learning in this lesson?

3. Journalizing (Personal Reflective Questions)

1. What lessons or values have you learned from this topic?
2. How will you apply your understanding about this topic in your life?

Closure/ Exit Ticket

For wrapping up the lesson: The teacher will do it in a form of a game, Jeopardy Game.

Class will be divided into 4 groups. On this game, you can see on the table that it has different points. Pick a
category and a point value. Click the chosen box for the question. Students must give the answer in the form of a
question before clicking again. To see if a student or group is correct, click again for the answer. If they got more
correct answers on each point, the better. It will serve as their point as a group.
And for the twist, one representative will explain what he/she have learned about the lesson.
The teacher can also throw one question to each group. Pick in a bowl of questions.
1. In what situation can we apply the lessons for today. How can we apply simile, metaphor or personification in
reality?
2. Why do you think authors used figurative language in a literary piece?
3. How would you differentiate simile, metaphor and personification from each other?
4. If you were to choose one of the three kinds of figurative language we discussed, which would you prefer to
make a sentence to describe your group. Explain your answer.
Example: (I would choose simile. My sentence is "Our group is like a home. It's not just a number of people but I
can also call them as family.") I've chosen simile because it's easy to compare the characteristics of a thing using
like or as in a sentence.

Teacher’s note:
Prepared by:

JANNICA MARIE G. EBISA

Your name and signature

Date: November 19, 2021