School: Cabatuan NCHS Grade Level: 8

Teacher: Locel B. Caguillo Learning Area: English

Teaching Date and November 09, 2022 Quarter: Second
Time: 11:00 am
Grade Level 8-Diligence
Section:
I. OBJECTIVES:
A. Content Standard The learner demonstrates the understanding of: East Asian literature as an art
from inspired and influenced by nature; relationship of visual, sensory, and
verbal signals in both literary and expository texts, strategies in listening to
long descriptive and narrative texts; value of literal and figurative language;
and appropriate grammatical signals or expressions suitable to patterns of idea
development.
B. Performance The learner transfers learning by composing and delivering a brief and creative
Standard entertainment speech featuring a variety of effective paragraphs, appropriate
grammatical signals or expressions in topic development, and appropriate
prosodic features, stance, and behavior.
C. Learning Distinguish between and among verbal, situational, and dramatic types of irony
Competencies/ and give examples of each. EN8V-IIa-24.1
Objectives
Specifically, the learners are expected to:
 recall the previous knowledge of some figures of speech;
 formulate own example of verbal and situational irony;
 identify the irony type depicted in the pictures given; and
 describe how irony contributes to text or story
II. CONTENT: VERBAL AND SITUATIONAL IRONY
III. LEARNING
RESOURCES:
References:
 Teacher’s Guide Teacher’s/ Curriculum Guide Pages: 180
Pages:
 Learner’s Learner’s Material’s Pages: English Expressways II page 195
Materials
Pages:
 Textbook
Pages:
 Additional Power Point Presentation
Materials from
Learning
Resource
Portal:
Other Learning
Resources:
Method: Deductive Method
Value Focus: Cooperation and Participation
Time Frame: 60 minutes
IV. PROCEDURES:
A. Preliminary Activities:
 Prayer
 Classroom Cleanliness
 Checking of Attendance
B. Reviewing or Presenting the New Lesson:
Teacher’s Activity Students’ Activity
 Recapitulation
What was the topic we have tackled last meeting? Last meeting, we discussed about the Adverb and
Anyone? Yes, Patrick? its different types.

Oh, yes! Very good!

Who can give me at least two types of adverbs?

Adverb of time and adverb of place, Ma’am.
Yes, Christine?

Very good!
An adverb of time is just what you might expect it
So, what is adverb of time? to be – a word that describes when, for how long,
Okay, John? or how often a certain action happened.

That’s correct!
An adverb of place tells us where something
How about adverb of place? happens. It usually placed after the main verb or
Yes, Mica? after the clause that they modify.

Yes, very well said, Mica!

Yes, Ma’am!
Alright! So, I think all is clear about the adverb and
its types. Is it now clear?

 Motivation

(a short recall)

Let’s do a short recall.

A figure of speech is a rhetorical device that
What are figures of speech? Any idea? achieves a special effect by using words in a
Yes, Grace? distinctive way.

Very good, Grace!

I know you are already familiar with figures of

speech and its kinds. So, I have here a scrambled
letters for each definition. You have to arrange
these letters in order to create a word, of what kind
of figure of speech is being defined.

Anyone from the class who can perform the activity?

Now, let us check your answer. (read the activities (students perform the activity)
performed)
Activity
Direction: Arrange the scrambled letters in each
item.
1. Two essentially dissimilar objects or concepts are
expressly compared with one another through the
use of “like” or “as.” - SIMILE
2. It directly refers to one thing by mentioning
another. It makes a comparison by stating that one
thing is something else- METAPHOR
3. The expression of one's meaning by using
language that normally signifies the opposite,
typically for humorous or emphatic effect. - IRONY
4. The representation of an abstract quality in
human form. - PERSONIFICATION
5. It is an exaggerated statements or claims not
meant to be taken literally - HYPERBOLE
6. It is the use or creation of a word that
phonetically imitates, resembles, or suggests the
sound that it describes. - ONOMATOPOEIA

Great! Let’s give them five claps. (students giving a clap)

 Discussion

Based on what you have recalled and heard earlier, Our topic is all about figures of speech.
what do you think is our topic? Kelly?

Yes, you’re absolutely right! Our topic for today is all

about figures of speech. But, the type of figures of
speech we have to tackle for today is all about
irony. Specifically, we will tackle verbal and
situational irony.

But, before we will start the discussion, let us read

first our objectives. (everyone reads the objectives)
Specifically, the learners are expected to:
 recall the previous knowledge of some
figures of speech;
 formulate own example of verbal and
situational irony;
 identify the irony type depicted in the
pictures given;
 describe how irony contributes to text or
story
Very good! Now, who can give me an idea about
what irony is all about? Yes, Nathan? Do you have Irony is the use of words to express something
an idea? other than and especially the opposite of the
literal meaning.
Okay, that’s right Nathan!

(the teacher will facilitate in the discussion of the

following concept) (the students will critically analyze and participate
in the discussion of the meaning and examples of
verbal and situational irony)
Irony is a figure of speech and one of the most
widely- known literary devices, which is used to
express a strong emotion or raise a point.

As defined, Irony is the use of words to convey a

meaning that is opposite of what is actually said.
 For example, a driver whose license was
confiscated by a traffic officer may say
“Thank you Officer, now that you have my
license I can’t drive”
In this situation, the driver was mad and irritated at
what happened. But instead of directly expressing
his anger, the driver used Irony i.e. thanking the
officer for getting his license.

Now, let’s proceed to the two types of irony, the

verbal and situational irony.

So, first is verbal irony. Any idea? Yes, Jathan?

Verbal irony is a figure of speech in which the

Nice idea, Jathan! literal meaning of what someone is saying is
different from what they really mean.
Verbal irony is the use of words to present a
meaning that is different from what the speaker
says. Almost all the time, the person intentionally
and knowingly uses verbal irony to be understood as
meaning something different to what his or her
words’ literal meaning.
Examples:
 After looking at a student’s poor test score,
the teacher says, “You will surely finish the
year with highest honors”.
 A man tastes his wife’s delicious home-
cooked meal and exclaims, “I shall never eat
this food ever again”.

So, who can give other examples? Yes, Janna?

For example, someone saying “Just what I

needed”, after spilling coffee on their shirt on the
Very good, Janna! way to an important meeting.

So, second is situational irony. Any idea? Yes, Earl?

Situational irony is the irony of something

happening that is very different to what was
Yes, nice idea, Earl! expected.

Situational irony happens when what is expected

and intended to happen doesn’t take place. Instead,
the exact opposite occurs. The result could be either
serious or comic. This type of Irony is used adds
more meaning to a situation making it more
interesting and thought- provoking.
Examples:
 Dr. Johnson smokes a pack of cigarettes a
day.
 Our boss, the owner of a big construction
firm, cannot fix his house’s broken ceiling.

Who can give other examples of situational irony?

Anyone from the class? Yes, Rose?
An example is “a fire station burning down.”
Very good, Rose!

So, everything is clear?

Yes, Ma’am!

 Application

(the teacher will let the students work on this

exercise)
(the students will answer the exercise)
Class, let’s have an activity. This will be an individual
activity. Please put your answer in a ½ sheet of
paper crosswise. Okay, Ma’am!

Directions: Identify the type of irony in the following

statements and explain why it belongs to that type
of irony. (students’ possible answers)
1. If you have a phobia of long words, you must tell
people that you are
Hippopotomonstrosesquipedaliophobic. 1. Type of irony: situational
Explanation: It is ironic that people who have a
fear of long words must say such a long word. It
seems as if the people who invented the word did
2. A rat infestation at the Department of Sanitation it on purpose.

2. Type of irony: situational

Explanation: One does not expect that an agency
that works to keep things clean would have a
3. Mother: “I see you ironed your shirt.” rodent infestation.
Boy: “But I just dug it out of the bottom of the
hamper.” 3. Type of irony: verbal
Explanation: The mother is being ironic in that
she is pointing out that the boy’s shirt is terribly
wrinkled. She is being sarcastic in order to make
4. A person Tweets about how Twitter is a waste of her point.
time and energy.
4. Type of irony: situational
Explanation: It is ironic that someone who hates
Twitter so much would use the Twitter platform
to share with others how useless Twitter is. If the
person thought it was such a waste of time, why
5. You comment on the beautiful weather you’ve are they using Twitter?
been having just five minutes before a tornado rips
through your house. 5. Type of irony: situational
Explanation: This is terribly ironic because the
tornado was not expected, and in fact, you
Are you all done? Okay, everyone please pass your commented just how beautiful it has been.
paper.
Yes, Ma’am!
 Assessment/Evaluation

As to your assessment, please answer individually

(Tasks A-D) in a one whole sheet of paper. You are
given 15 minutes to answer. Okay, Ma’am! (the students will enthusiastically
and accurately answer the exercises)
A. Identify the type of figures of speech used in the
following sentences:
1. We named our St. Bernard “Mouse.” A.
2. My noisy sister was like a buzzing fly. Answers:
3. The dark, cold and silent room was a tomb. 1. Irony
4. Like a silent thief, the dog crept into the kitchen. 2. Simile
5. Jake’s mother watched him play video games and 3. Metaphor
said “I’m glad you’re doing your homework.” 4. Simile
5. Irony
B. Give three (3) samples sentences for verbal irony
and 2 for situational irony.
B. (the students will provide varied answers)
C. (the teacher will show the following pictures for
the students to identify type irony used in the
situation/s) C. (the students will accurately identify the type
of irony depicted in the pictures)
Answers:
1. Verbal Irony
2. Situational Irony
1.
3. Verbal Irony
4. Verbal Irony
5. Verbal Irony

2.

3.

4.

5.

D. Essay.
What is the significance of irony in text or story?

D. The students will share their ideas.

Mainly to the effect of:
 • Irony can help the reader gain insight into each
character's personality thus making reading fun
Are you all done? and exciting.

Okay. So, Please pass your paper forward. I will be Yes, Ma’am!
the one to check.
(students pass their paper)
 Generalization
(the teacher will guide the students to come to an
understanding of this idea)
(the students will ponder on this idea)
The most common purpose of irony is to create
humor and/or point out the absurdity of life. Life has
a way of contradicting our expectations, often in
painful ways. Irony generally makes us laugh, even
when the circumstances are tragic. The contrast
between people’s expectations and the reality of the
situations is not only funny, but also meaningful
because it calls our attention to how wrong human
beings can be. Irony is best when it points us
towards deeper meanings of a situation.

 Assignment
As to your assignment, please read the story of
Three Little Pigs and identify the verbal and
situational irony therein. Answer in a one whole Okay, Ma’am!
sheet of paper.
https://literarydevices.net/11-examples-of-irony-in-
childrens-literature/

So, our discussion ends here. See you next meeting!

Good bye, class!

Thank you and good bye, Ma’am Caguillo!

V. REMARKS
VI. REFLECTION
A. No. of students who earned 80% in the
evaluation:
B. No. of learners who require additional activities
or remediation:
C. Did the remedial lessons 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 worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or superior can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
LOCEL B. CAGUILLO
BSED 4-A