CITY SCHOOLS DIVISION OF TANAUAN

TANAUAN INSTITUTE, INC.

Learning Area English

Learning Delivery Modality Face-to-Face Learning Modality

DETAILED School Tanauan Institute, Inc. Grade Level Grade 7

LESSON Teacher CIELO MAE L. NANALE Learning Area English (HS)
PLAN Teaching Date December 7, 2024 Quarter Second
Teaching Time 10:00 – 11:00 am No. of Days 1 day

I. OBJECTIVES
A. The learners demonstrate their multiliteracies and communicative competence in
Content evaluating Philippine literature (prose) for clarity of meaning, purpose, and target
Standards
audience as a foundation for publishing original literary texts that reflect local and
national identity.
B. Performance The learners analyze the style, form, and features of Philippine prose (short story
Standards and novel); evaluate prose for clarity of meaning, purpose, and target audience; and
compose and publish an original multimodal literary text (short story) that
represents their meaning, purpose, and target audience, and reflects their local and
national identity.
C. At the end of the lesson, the students are expected to:
Learning
Competencies/  Recall the previous knowledge of some figures of speech;
Objectives
 Identify the irony type of the given sentence and depicted in the pictures
given.
 Demonstrate understanding on verbal and situational irony;
 Formulate own example of verbal and situational irony; describe how irony
contributes to text or story.

II. CONTENT Verbal and Situational Irony

III. LEARNING
RESOURCES
A. References https://www.scribd.com/document/537048349/LS1-Eng-Modules-with-
Worksheets-Figure-of-Speech

a. Additional
Materials from
Learning
Resources
B.Other https://www.slideshare.net/slideshow/lesson-7figure-of-speechpptx/256085675
Learning
Resources Laptop, PowerPoint Presentation, Television
IV.
PROCEDURES
INTRODUCTION
1. Preliminary Activities
Teacher’s Activity Student’s Activity
 Greetings
Good morning class! How is your day? Good morning, Ma’am. We are fine.
That’s good to hear! So can I expect a Yes Ma’am.
full blast of energy and active
participation from you?
 Prayer
Before we begin the lesson this Student will lead the prayer
morning, let us ask the guidance of
Almighty God and let us enlighten our
minds to completely understand the
lesson. Would you please lead the
prayer?
 Seating Arrangement
I would like to request everyone to Students will arrange their chairs and will
arrange your chairs properly and make pick up the trashes.
sure there are no trashes around you.
 Checking of Attendance
(Please say present if you are here)
 Classroom Rules
1. Always try to use the English language.
2. Pay attention when the teacher or other students are speaking.
3. Respect your teacher and your classmates.
4. Raise your hand if you want to participate or ask a question.
5. Keep the classroom clean and tidy.

MOTIVATION The teacher will introduce the game “Guess the Word” by explaining its mechanic
and through giving an example.
GAME MECHANICS
 The student/player who first to raise their right hand is the first one to answer.
 If the first player cannot guess the answer correctly, the other players will have
the chance to answer.
 The student who can guess the correct answer will get a prize.

A. Reviewing Teacher’s Activity Student’s Activity

previous lesson or
presenting the Previous Topic: Figure of Speech
new lesson The students will give the following
answers or the sort.
The teacher will ask the following:
  A figure of speech is a
 What is figure of speech? rhetorical device that achieves
a special effect by using words
 What are some examples of in a distinctive way.
figures of speech that you are
familiar with?
 The more familiar figures of
 Is anyone in the class who can speech are:
give an example of sentence 1. Hyperbole- uses exaggeration
with figure of speech? for emphasis or effect.
Example:
 I've told you to stop a thousand
times.

2. Metaphor- makes a
comparison between two unlike
things or ideas.
Example:
 Her eyes were diamonds.
3. Personification- gives human
qualities to non-living things or
ideas.
Example:
“The sun smiled down on us.”

4. Simile- is a comparison
between two unlike things
using the words "like" or "as."
Example:
The weather today is as cold as an ice.

B. Establishing a Teacher’s Activity Student’s Activity

purpose for the
lesson
(Presentation of The teacher will facilitate in the
The students will critically analyze and
the lesson.) discussion of the following concept:
participate in the discussion of the
Irony is a figure of speech and one of meaning and examples of verbal and
the most widely- known literary situational irony.
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.

Verbal Irony
- It 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:
1. After looking at a
student’s poor test score,
the teacher says, “You
will surely finish the year
with highest honors”.

2. A man tastes his wife’s

delicious home- cooked
meal and exclaims, “I
shall never eat this food
ever again”.

Class, are you learning so far?

Okay, let’s continue.

Yes, Ma’am we understand the lesson.

Situational Irony
- 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:
1. Dr. Johnson smokes a pack of
cigarettes a day.
2. Our boss, the owner of a big
construction firm, cannot fix
his house’s broken ceiling.

What is the difference between verbal

and situational irony?
Students will raise their hand to answer.
“Verbal Irony” is when someone says
something but means the opposite,
while “Situational Irony” is when
something happens that is the opposite
of what you expect.

Did you understand our lesson, class?

Is everything clear?
Yes, Ma’am.

DEVELOPMENT Teacher’s Activity Student’s Activity

Now that you already understand our

lesson, let’s proceed with our first
activity.

Learning Task 1. Work on It!

Directions: Identify the type of irony

in the following statements.
1. A pilot has a fear of heights.

2. A man buys a gun to protect

himself, but that same gun is used to
shoot him.

3. A mother looks at her child’s messy The students will come up with the
bedroom: “I love how your room is following answers:
 always so clean!” 1. Situational
2. Situational
4. It suppose you look outside and 3. Verbal
there is a terrible blizzard, then your
4. Verbal
friend looks outside and says, “Perfect
day for the beach!” 5. Situational

5. A sailor dying of thirst is stranded

on a lifeboat in the middle of the
ocean, but he can't drink the water.

Learning Task 2. Identify Me!

Direction: Match the situation to the

type of irony (Verbal or Situational)
used in each situation.

The students will have the following

answers:
1.Verbal Irony
2.Verbal Irony
3.Verbal Irony
4.Situational Irony
5.Situational Irony

ENGAGEMENT Learning Task 3. Role-Play Activity: Irony in Action

Directions: Students will demonstrate their understanding of situational and verbal
irony by acting out a scenario using both types of irony.

1. Divide the Class into Two Groups:

o Group A will create a scenario that features situational irony.
o Group B will create a scenario that features verbal irony.
o Each group will act out their scenario in front of the class.

2. Choose Your Scenario:

o Group A (situational irony) must come up with a situation where
the outcome is the opposite of what is expected.
o Group B (verbal irony) must create a situation where a character
says one thing but means the opposite, often to express frustration,
sarcasm, or humor.

3. Preparation:
o You have 10 minutes to prepare your role-play.
o You must include dialogue that clearly shows either situational
irony (unexpected outcomes) or verbal irony (saying one thing but
meaning another).
o Think about the setting, characters, and how you will portray the
irony through your actions and words.

4. Performance:
o Each group will have 3-5 minutes to act out their scenario for the
class.

Criteria Description Points

Understanding of Clear demonstration of situational or 10 POINTS
Irony verbal irony in the scenario. The irony
must be evident through both the
scenario and dialogue.
Creativity and The scenario should be creative, 5 POINTS
Originality original, and engaging, showing
thoughtful application of irony.
Clarity of Dialogue Dialogue should be clear and 5 POINTS
and Explanation understandable.
Effectiveness of Energy, enthusiasm, and expression in 5 POINTS
Performance the performance. Use of body language,
facial expressions, and tone to convey
the irony.
Teamwork and Both group members should participate 3 POINTS
Collaboration equally in the role-play. The scene
should flow smoothly with effective
collaboration between team members.
Adherence to Time The performance should be within the 3- 2 POINTS
Limit 5 minute time limit.
 Total of 30 points.

ASSIMILATION/ What I have learned?

GENERALIZATI
ON Directions: State your understanding of our topic in a complete sentence. State your sentences with
I have learned that __________________________.

APPLICATION Learning Task 4: Describe me!

The teacher has a box filled with names of the students. The teacher will draw four
students to construct a sentence using verbal and situational irony.

Directions: Construct a sentence describing your friend.

Example: My friend always loses his things but says he’s the most organized person
in class (Verbal Irony).

ASSIGNMENT:

Directions: Read the story of Three Little Pigs and identify the verbal and
situational irony therein. Write it in a one whole sheet of paper.

Answer the question:

 How does irony contribute to text or story?

Refer to the following link:

 https://literarydevices.net/11-examples-of-irony-in-childrens-literature/
 https://www.google.com/search?
q=three+little+pigs+verbal+and+situational+irony&rlz=1C1RLNS_enPH75
3PH753&oq=three+little+pigs+verbal+and+situational+irony&aqs=chrome
..69i57.16668j0j7&sourceid=chrome&ie=UTF-8

Prepared by:

CIELO MAE L. NANALE

BSE-3A

Checked and Observed:

DR. VICTORIA B. BURGOS

PROFESSOR