DETAILED LESSON PLAN IN ENGLISH VI

 Name of Teacher: Jobelle D. Tayag

 Learning Area: English
 Quarter: 1

I. Objectives:

1. Analyze culture-based euphemisms

2. Integrate euphemisms in communicating; and,
3. Show politeness in conversations.

II. Subject Matter:

A. Topic: Analyze Figures of Speech (Culture-Based Euphemisms)

B. References:K to 12 Curriculum Guide, pp. 129

https://1filedownload.com/wp-content/uploads/2019/12/As-En6-Q1-W6-D2.pdf

https://www.youtube.com/watch?v=iQIBscQDWu0.

C. Materials: Picture, charts, LCD projector

D. Values: Gentleness, politeness and cooperation

III. Procedure:

TEACHER’S ACTIVITY PUPILS’ ACTIVITY

  Preparatory Activities:

o Good morning class.

-Good morning ma’am.
o Who are absent this morning?
-( The pupils will report the absents).
o Are you now ready for our
lesson this morning? -Yes ma’am.

 Review:

o Before we proceed to our

lesson this morning, let’s have
a short review of your
previous lesson, about how to
use figures of speech.

o Again, what is figures of

speech, class?
- A figure of speech is an expression within
a sentence that departs from simple,
normal speech to create different feelings,
stimulate the imagination, or paint the
pictures in the mind of the reader.

o Very good.

o I have sentences here. What

you’re going to do is to
identify the following figures of
speech. Write simile, -Noted, ma’am.
metaphor, or hyperbole.
(answers:)

1. Her heart is as hard as stone. 1. simile

2. A mother is gueen of her home, the 2. metaphor
father is the king.
3. The handsome man is like a 3. simile
butterfly fleeting from flower to flower.
4. simile
4. The sick boy is as thin as a
toothpick. 5. personification

5. The teacher’s eyes are twinkling

with joy.

o From the past weeks’ lessons

you learned about different
figures of speech such as
simile, metaphor, hyperbole,
and irony. However, there are
other figures of speech like
euphemism. And we will
tackle it for today.

2. Unlocking of Difficulties:

o I have here an activity.

Directions:You’re going to
replace the words in italics with
the words from the box below.

(Answers:)
1. My grandfather died last year
2. He couldn’t run fast because he
was fat. 1. Passed away
3. His father is already an old 2. Overweight
person.
4. One of Aimee’s bestfriend 3. Elder
yesterday is really disruptive. 4. Difficult concentrating
5. I felt really sad after I saw I poor 5. Under-priviledged
person on the street.
 3. Motivation:

(Showing an illustration)

When roland sees Jay, He

says:

o What do you see, class?

-A picture, ma’am.

o What can you say about the

picture? -They’re talking, ma’am.

o What do you think is happening?

-I think it is related in the words they used,
 ma’am.

o Okay, good.

o It is an illustration, where, the

two characters we will name
them, the one with the big eyes,
Jay and the other one, Roland.
o In our illustration, it shows to be
polite, people have the tendency
to veil concepts that are delicate
or offensive. Communicators
use euphemism in their
utterances, spoken or written, to
cover up or soften the
unpleasant connotations and
denotations of some words or
expressions.
o What do you usually say when:

a. infoming someone that a person

had died?

b. seeing a friend who is very fat?

c. asking permission to go to the CR?

-No, ma’am.
o Do you know what is
Euphemism?
o Don't worry class because that's
what we're going to talk about
today.
o I have here a story entitled, “The
(Read the little women story).
little women”.

4. Motive Question:
 o After reading the story, be able
to answer this question.
o “What did you notice about the
words used by the characters in
their conversation”? -I think it is different on what is
euphemisms is, because in the words they
use it is not polite expression it is more
harsh words.

o What did you notice in the flow

of their communication? -I think it is more of use of disparaging or
offensive expressions instead of
inoffensive ones.

o Okay, very good! And now let’s

proceed on the next activities.

B. Developmental Activities:

1. Presentation:

 Directions: Everyone will read

the poem and will take down
notes important details about
the poem. -(Have the pupils read to the poem. Let
them take down important details about
the poem).
“Afterwards”-Thomas Hardy

When the Present has latched its

postern behind my tremulous stay,
And the May month flaps its glad
green leaves like wings,
Delicate-filmed as new-spun silk, will
the neighbours say,
"He was a man who used to notice
such things"?

If it be in the dusk when, like an

eyelid's soundless blink,
The dewfall-hawk comes crossing
the shades to alight
Upon the wind-warped upland thorn, a
gazer may think,
"To him this must have been a
familiar sight."

If I pass during some nocturnal

blackness, mothy and warm,
When the hedgehog travels
furtively over the lawn,
One may say, "He strove that such
innocent creatures should
come to no harm,
But he could do little for them; and
now he is gone."

If, when hearing that I have been

stilled at last, they stand at
the door,
Watching the full-starred heavens
that winter sees,
Will this thought rise on those who will
meet my face no more,
"He was one who had an eye for
such mysteries"?

And will any say when my bell of

quittance is heard in the gloom,
And a crossing breeze cuts a
pause in its outrollings,
Till they rise again, as they were a new
bell's boom,
"He hears it not now, but used to
notice such things?"

C. Comprehension Check up:

(Possible answer:)

o What did you notice in the

-I think Hardy wonders what the
poem you ready?
neighbours will say, when the present
moment has passed and Hardy's own life

o Have you seen an euphemisms has ended.

to what you read, class?
 -Yes, ma’am.

o What are the euphemism used

by the writer in the poem?

-In third stanza, ma’am

“If I pass during some nocturnal blackness,

mothy and warm,
When the hedgehog travels furtively over
the lawn,
One may say, “He strove that such
innocent creatures should come to no
harm,
But he could do little for them; and now he
is gone.”

-In his poem, Hardy uses two euphemisms

to reference death. The poet refers to his
own death by stating “If I pass” and then
refers to how others might reference his
death with the phrase “‘now he is gone.'”
These euphemisms add to the poetic
value of this stanza. For example, utilizing
the word “pass” as a figure of speech
rather than the literal term “die,”
underscores the feeling in the poem of the
passage of time in addition to the passage
of poet.

-The use of “gone” as a euphemistic figure

of speech reinforces the permanence of
death as lack of physical presence.
However, this figurative language also
o What was the result of the suggests that though the poet is physically
 writer’s use of euphemisms? “gone,” he is still remembered by others.

- As a result, the poet lives on in the

memory of others in the poem and is
immortalized by the poem itself.
2. Discussion:

Euphemism is one of the figures of

speech. It makes rude or harsh
expressions sound soft and polite.
Euphemism has various functions.
Some of these functions include: to be
polite or to soften an expression.

Below is a table of examples of these

two
functions.

 Let’s study more examples of

euphemisms.

1. Departed instead of died.

2. Fell off the back of a truck instead of
stolen.
3. Negative patient instead of dead.
4. On the streets instead of Homeless.
5. Big-boned instead of fat.
6. Vertically challenged of instead of
short.
7. Sanitation engineer instead of
garbage man.
 3. Group Activity:

o To better understand our lesson

this morning, we will have a
group activity.

 Directions: Form a group with 6-

8 members. Read the following
lines from the subtitle of The
Little Women video. Analyze the
meanings of the euphemisms.
o Follow instructions correctly.
o Cooperate and share ideas with the
group.
o Do not make unnecessary noise.
o Finish work on time.

1“Would one of you be able to visit (Possible answer:)

the Hummels tonight? I don’t feel
well.”
1. I’m sick 6. wait

2. blushed 7. old ways

2. Jo’s face turned crimson as she
replied with a chuckle, “I felt 3. started/began 8. rude
better then. But I think I should
rest now.” 4. greeting 9. humorous

5. keep 10. old

3. Bad habits take root with fearful
rapidity.

4. Flying off without a word of

cheer to your poor old aunt.

5. Did you wash those tea cups

and put them away, carefully?

6. Oh, very well then. Just a

minute. Come back here. Look
 at this. You haven't dusted
properly. I want this stair rail
dusted and polished before you
leave here.

7. I just said that if I ever told my

mother the way he treated me
she'd take me out of his old
school.

8. And she's had to suffer the

degradation of me being with a
lot of ill-mannered girls who stick
their noses into refined people's
business.

9. I know what I mean and you

needn't be satirical about it. It's
proper to use good words and
improve your vocabulary.

10. .And if turning up my hair makes

me older, I'll wear it down until
I'm a hundred.

1. _______________
2. _______________
3. _______________
4. _______________
5. _______________
6. _______________
7. _______________
8. _______________
9. _______________
10. _______________
 o (Presentation of the group
output.)
o ( Corresponding clap with the
group).

4. Value Integration:

 What could we get from being

polite?
-Politeness can and will improve your
relationships with others, help to build
respect and rapport, boost your self-
esteem and confidence, and improve your
communication skills.
 As a grade six pupil, how could
you show your politeness/
gentleness?
-By using euphemism to avoid saying
something that might sound offensive. It is
a polite way of saying something that
would normally sound harsh or
unpleasant.

 That’s nice to hear from

you,class.

5.Generalization:

 What have you learned this

morning,class? -Figures of speech, culture-based
euphemisms. On how to analyze culture-
based euphemisms and integrate
euphemisms in communication and also
we learned the importance of showing
 politeness in conversations.

 Again, what is a figure of

speech (culture-based
euphemisms)?
 How about its functions?
-Euphemism is a figure of speech
commonly used to replace a word or
phrase that is related to a concept which
might make others uncomfortable.

-Functions of euphemisms is to soften the

reality of whta we are communicating, to
express what is socially difficult to express
in direct terms and also to discuss an
issue that is terrifying or taboo.

 Very good children. It seems

that you really learned from our
discussion this morning.

C. Post Activity:

1. Application:

 I will read lines from The Little

Women and you’re going to clap
your hands if the figures of
speech mentioned is a culture-
based euphemism and you will
stump your feet if it is not.

Are you now ready, students?

-Yes, ma’am.

 1. Once they were relieved to

know that Father was
 recovering, a great burden was
lifted from their heavy hearts, (Answer:)
and soon the girls slowly begun
to return to their old habits.
1.Clap their hands
 Jo caught a bad cold and was
not allowed to return to Aunt
March’s until she was well. 2.stump their feet
 Amy found that additional
housework had toughened, 3.stump their feet
giving her another chance to try
her skills at clay sculpting.
 Without looking back, Amy 4.Clap their hands
abandoned her apron for her
artist’s smock and before long 5.Clap their hands
was thumping, mashing,
molding, and creating new
pieces of art.
 “Girls, can you keep your voices
down?”

 Enrichment Activities:

Directions:Match the following

euphemisms above to their meanings
below.

 Amy, on the other hand, had

never had scarlet fever, which
was both contagious and (Answers:)
dangerous.

 “Jo, keep Amy away. Keep her

away.” Said Beth before she
closed her eyes and became 1. A
silent. 2. C
3. E
3. When I see things like that poor old
man it makes. 4. D

4.Yes, I know. His last son is lying ill 5. B

miles away waiting to say goodbye to
him, forever perhaps, while I have my
 four girls to comfort me.

5.Hold your tongue! Disrespectful old

bird.

A. fatal

B. shut up

C. slept

D. die

E. beggar

IV. Evaluation:

Directions: Rephrase the sentences to make them less direct and more polite by using
euphemisms.

Example: He stayed in prison for mor than 30 years.

Answer: He stayed in the correctional facility for more than 30 years.

1. Danilo’s supervisor fired him.

2. She used the toilet before going to bed.
3. There was a problem in her report.
4. Sarah is uglier than her friends.
5. I am going to buy a used vehicle.
6. Go away. I nedd to rest.
7. She loves to buy cheap things.
8. Many doctors died because of COVID-19.
9. The cafe employs retarded teens.
10. The pianist is blind.

V. Assignment:

Directions: There are five (5) euphemisms listed below. Use them in meaningful sentences that
show your everyday life at home while on quarantine.

1. Full-figured

2. Bite the big one

3. Collateral damage

4. Questinable idea

5. Negative cash flow