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Lesson Plan in English 6

1st QUARTER (Week 5 Day 2)

I - Objective
Infer meaning of figurative language using context clues, affixes or roots.
EN6V - Ie - 12.3.3
EN6V - Ie -
EN6V - Ie -

II – Subject Matter
A. Skill: Infer meaning of figurative language using context clues, affixes or roots.
B. Reference:, English Essential 6 p. 41
C. Materials: Charts, Worksheets

III – Instructional Procedure

A. Preliminary Activities:
1. Drill:
Let the pupils analyze the tone, mood and purpose of the poem “Be the
Best of Whatever You Are” by Douglas Malloch

If you can’t be a pine on top of the hill,

Be a scrub on the valley
The best little scrub by the side of a rill.
Be a bush if you can’t be a tree.

If you can’t be a bush be a bit of the grass

And some happier highway make;
If you can’t be a Muskie then just be a bass.
But the loveliest bass in a lake.

1. What do you think is the author’s tone in writing the poem? __________
2. What do you think is the author’s mood in writing the poem? _________
3. What do you think is the author’s purpose in writing the poem? _______

2. Review:
Tell whether the statement is an Onomatopoeia, Alliteration or

1. I heard a loud bang from the garden.

2. She sells seashells by the seashore.
3. I play a clay all day.
4. Peter Piper pick a peck of pickled pepper
5. Heavy load crash down the street.

3. Motivation:
Read the following statement and translate in vernacular each statement
by words.
1. Give him a big hand.
2. I’m so hungry I could eat a whole elephant.
3. She is a walking encyclopedia.

Ask: Are these statement possible? Can you give a big hand? Can you
eat a whole elephant?

B. Instructional Activities:

1. Presentation
Present an example of figurative language.
Hyperbole – deliberate an obvious exaggeration used for effect.

1. I am so hungry I could eat a horse.

2. You are walking slower than a snail

The meaning of a figurative language can be inferred using context clues,

affixes and roots. The underline phrase is a figurative language and the
phrase inside the circle is a context clues that gives meaning to the
figurative language. It means that the person is starving and can eat plenty
of foods.

2. Teaching/Modelling
Teacher will give more examples of hyperbole used in a sentence
and explain it.

1. I had a ton of work to do.

2. They ran like greased lightning.
3. He is as skinny as a tooth pick.

3. Guided Practice

Activity 1:
Group the class into 5 groups and do given activity sheets. Present the
output in front and tell them to value one’s opinion.


Direction: Identify the figurative language and give its meaning.

1. I’ve told you to clean your room a million times.

Figurative language

2. My geography teacher is older than a hill.

Figurative language

3. Her brain is the size of pea.

Figurative language

Activity 2
Pair each pupil and let them construct sentences out of the given
figurative language. Make sure to use context clues, affixes or roots to
infer meaning.

1. mountain of dishes
2. teaching since stone age
3. sleep like an oil

4. Generalization:
How do you infer meaning of the figurative language?
How do context clues, affixes or roots help in getting the meaning of
figurative language?
What was the figurative language you learned today?
What is hyperbole?
IV – Evaluation:

Write the letter of the correct answer on the space provided that tells the
meaning of the figurative language in each sentences.

_____1. I can smell pizza from a mile away.

_____2. The lesson was taking forever.
_____3. I’ve seen this movie at least 80,000 times.
_____4. That was the easiest question in the world.
_____5. This shoes is killing me.

a. unfit
b. too easy
c. pleasant to the nose
d. too long
e. very beautiful

V – Assignment:

Encircle the hyperbole in the sentences.

1. I was home in the blink of an eye.

2. My dad can lift over two tons.
3. The man was old as the hills.
4. That boy runs faster than a car.
5. The package weighed ton.

Prepared by:

Teacher III
Gubat North Central School