DETAILED DAILY LESSON PLAN

In ENGLISH for GRADE 10

San Policarpo National

School Grade Level Grade 10
high School
Teacher Mary Rose P. Pasacas Learning Area English
Teaching Dates &
October 18, 2022 Quarter One
Time
I. Objectives

A. Content Standard: The learner demonstrates understanding of how world

literature and other text types serve as source of wisdom in expressing and
resolving conflicts among individuals, groups and nature.

B. Performance Standard: The learner participates actively and collaboratively in

given tasks.

C. Learning Competencies/Objectives:
 EN10LT-IVb22: Determine the figures of speech used in the person
 EN10LT-IVb22: Explain the different types of figures of speech
 EN10LT- IVb22: Give examples for each type of figures of speech

II. Content
Figures of Speech

III. Learning Resources

A. References

1. Teacher’s/ Curriculum Guide Pages: 180

2. Learner’s Material’s Pages: English Expressways II page 195

3. Textbook Pages:

4. Additional Materials from Learning Resource (LR) Portal:

B. Other Learning Resources

 https://kidskonnect.com/language/irony/
 https://literaryterms.net/irony/
 https://cpb-us-e1.wpmucdn.com/cobblearning.net/dist/2/1945/files/2015/08/
VerbalSituationalandDramaticIronyFREE-194svfu.pdf
 https://www.k12reader.com/worksheet/which-is-it-metaphor-or-simile/

IV. Procedures

Preliminaries

 Prayer
 Orderliness
 Checking of Attendance

Teacher’s Activity Student’s Activity

IV.1.Activity/Strategy Figure of Speech, A

Short Recall (2
minutes) The students will give the
The teacher will ask: following answers or the
 What are figures sort.
of speech?  A figure of
  What are the
kinds of figures of
speech that are
familiar to you?
Give examples
IV.2. Analysis Irony (20 minutes)
The teacher will facilitate
in the discussion of the
following concept:
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
speech is a
rhetorical device
that achieves a
special effect by
using words in a
distinctive way
 The more familiar
figures of speech:
Hyperbole- uses
exaggeration for
emphasis or effect.
Example:
 I've told you to stop a
thousand times.
Metaphor- makes a
comparison between two
unlike things or ideas.
Example:
 Heart of stone
Personification- gives
human qualities to non-
living things or ideas.
Example:
 The flowers nodded.
Simile- is a comparison
between two unlike things
using the words "like" or
"as."
Example:
 As slippery as an eel
The students will critically
analyze and participate in
the discussion of the
meaning and examples of
verbal and situational
irony.
They then will formulate
their own examples.
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”.
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.

IV.3. Abstraction Irony (8 minutes)

The teacher will guide
The students will ponder
the students to come to
on this idea and will
an understanding of this
share some thoughts or
idea:
experiences
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.

IV.4. Application Work on It! (15

minutes) The students will answer
The teacher will let the the exercise.
students work on this
exercise.
Directions: Identify the
type of irony in the
following statements.
1. If you have a phobia
of long words, you must
tell people that you are
Hippopotomonstrosesqui
pedaliophobic.
2. A rat infestation at the
Department of Sanitation
a. Type of Irony:
3. Mother: “I see you
ironed your shirt.”
Boy: “But I just dug it out
of the bottom of the
hamper.”
4. A person Tweets
about how Twitter is a
waste of time and
energy.
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
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 rodent
infestation.
3. Type of irony:
 5. You comment on the
beautiful weather you’ve
been having just five
minutes before a tornado
rips through your house.
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 her point.
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 are
they using Twitter?
5. Type of irony:
situational;
Explanation: This is
terribly ironic because
the tornado was not
expected, and in fact,
you commented just
how beautiful it has
been.

V. Assessment Let’s Try This! (15 The students will

minutes) enthusiastically and
accurately answer the
exercises.
A. Identify the type of A.
figures of speech used in
the following sentences:
1. We named our 1. Irony
St. Bernard
“Mouse.”
2. My noisy sister 2. Simile
was like a
buzzing fly.
3. The dark, cold 3. Metaphor
and silent room
was a tomb.
4. Like a silent 4. Simile
thief, the dog
 crept into the
kitchen.
5. Jake’s mother 5. Irony
watched him
play video
games and said
“I’m glad you’re
doing your
homework.”

B. The teacher will ask B. The students will

the students to give 3 provide varied answers.
samples sentences for
verbal irony and 2 for
situational irony

C. The teacher will show C. The students will

the following pictures for accurately identify the
the students to identify type of irony depicted in
type irony used in the the pictures.
situation/s.

1.

2.

3.

4.

5.

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

D. The students will

share their ideas.
Mainly to the effect of:
D. The teacher will ask:  Irony can help
the reader gain
 What is the significance insight into each
of irony in text or story? character's
personality thus
making reading
fun and exciting

Enrichment Activity
The teacher will ask the The students will work by
students to read the pair and do the activity
story of Three Little Pigs
and identify the verbal
and situational irony
therein.
 https://
literarydevices.net
/11-examples-of-
irony-in-childrens-
literature/
 https://
www.google.com/
search?
q=three+little+pigs
+verbal+and+situa
tional+irony&rlz=1
C1RLNS_enPH753P
H753&oq=three+li
ttle+pigs+verbal+a
nd+situational+iro
ny&aqs=chrome..6
9i57.16668j0j7&so
urceid=chrome&ie
=UTF-8

VI. REMARKS

VII. REFLECTION

A. No. of learners who earned 80% in

the evaluation
B. No. of learners who require
additional activities for 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
work well? Why did these work
 F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I use/discover which I
wish to share with other teachers

Prepared by:

Mary Rose P. Pasacas

English teacher

Recommending Approval: Approved:

Divina C. Sumayan Milaner R. Oyo-a

JHS Asst. Principal School Principal