PALAWAN STATE UNIVERSITY

College of Teacher Education

Puerto Princesa City

I. OBJECTIVES
At the end of this lesson, the students are able to:
1. differentiate literal from figurative language;
2. classify the different figures of speech;
3. appreciate the significance of figures of speech in language learning; and
4. create an essay about their most unforgettable moment using figures of speech.

II. CONTENT/ SUBJECT MATTER

A. TOPIC
1. The difference between Literal and Figurative Language
2. Types of Figures of Speech

B. MATERIALS
PowerPoint, projector, speaker, paper, marker, container

III. PROCEDURE

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. PRELIMINARIES

Good morning, class! Students: Good morning,

ma’am!

Student 1: Classmates, let us

To begin our lesson today, let’s first have a prayer. Maia, would
put our presence in the name of
you like to lead us in a prayer?
the Lord. Heavenly Father, we
thank you for today. We pray
that you may give us
knowledge and wisdom as we
begin our lesson. Thank you
for this opportunity to be here
 to learn from one another. We
pray that you lead us in
everything we do. This we pray
in the name of Jesus Christ.
Amen.

B. Review of the Lesson

Student 1. We are fine,
ma’am.”
Thank you, Maia! You may now be seated class. Student 2. We are not feeling
Good morning, class! How are you doing today, by the way? well, ma’am. We are stressed
out.

Student: It’s all about Modal

verbs, ma’am!
I understand and I am sorry to hear that some of you do not feel well.
No, worries! Today, we will be discussing an interesting topic that I
hope will spark your interest. But before we proceed, let us review
first our previous lesson. Can anyone still recall our last discussion?

Student: Modals show

Very well said, Elijah! And who can give the definition and types of necessity, uncertainty,
modals? possibility or permission in a
sentence.
It adds detail to the main verb
that are needed to clarify or
complete the structure of a
sentence.

Wonderful, Elijah! And can anyone in the class give the types of We have modals of permission,
modals and their examples? ma’am. Example of this are
can, may, and could. We also
have modals of prohibitions
and they are the can’t, may not,
and must not.
Great, Redd! It seems like you have already known what really
modals are. I am happy to know that. Now, since you have already
known modals, we will move forward with another lesson.

C. MOTIVATION

Students: “Yes, Ma’am! “

Before we start, we will be playing a game first called ‘Complete My
Missing Vowels!’ To start, we have here a container that has your
names inside. I will pick a name that will answer the question that we
will flash on the projector within 20 seconds. This needs to be
answered quickly because the missing letters are only vowels, those
are A-E-I-O-U. Example: C _ T _ = That is CUTE. Okay? If your
answer is correct, you will get a reward after. Same with the
following items, I will pick a name again from the container who will
answer the questions. This is to give a chance to everyone. And
please be reminded with the golden rule: “No coaching.” Is that clear,
class?

Okay, let us now begin!

Questions:
1. S_m_l_
Clue: Good friends are like stars. You do not always need
to see them, but you know that there are always there.
2. Ap_str_phe
Clue: “ Twinkle twinkle little star, how I wonder what you
are.”
3.) M_t_ph_r
Clue: Baby you are a firework! Common let your colors
burst!
4.) P_r_d_x
Clue: She needs to be cruel to be kind.

5. ) Syn_cd_ch_
Clue: My father loves to play the string.
6.) Onom_t_po_ia
Clue: Ding dong! The doorbell rings.
7.) _ll_ter_t_on
Clue: If Peter Piper picked a peck of pickled peppers,
where's the peck of pickled peppers Peter Piper picked.

8.) Hyp_rb_l_
Clue: And when you smile the whole world stops and stares
for awhile. ‘Cause girl you’re amazing, just the way you are.

9.) E_phem_sm
Clue: Instead of saying “I am broke, you can say “I am just on
a tight budget.”

5.) P_rs_n_f_c_t_on
Clue: Look at the sun, they smile at you. Keep going.

Thank you, class! How did you find the activity?

Student 1: It was fun!

Student 2: It was hard. We are
not familiar with the words!
Alright. Some of you enjoyed the activity while others found it
challenging because they were not familiar with the terms yet. That’s
fine, class. That’s only a stretch. We will be discussing those terms
today nonetheless, so you will discover their meaning and
significance. To discover our lesson for today, can anyone read our Student 1: Ma’am, our lesson’s
lesson’s objective? objectives are: differentiate
literal from figurative
language; classify the different
figures of speech; appreciate
the significance of figures of
speech in language learning;
and create an essay about their
most unforgettable moment
using figures of speech.

Thank you, Lei!

D. LESSON PROPER

1. Difference Between Figurative and Literal

To start, we will differentiate first the figurative and literal language. Student 1: Ma’am, literal
Do you have any idea about their difference, by the way? means the exact meaning while
figurative means the opposite.
Thank you, Fatima! That is right. When you say literal language that
is the actual, exact, and dictionary meaning of a word. There’s no It’s not the actual meaning
embellishment or exaggeration. It’s direct. So, for example, when I
say that the building is tall, it really means tall. I didn’t mean
anything else other than that. Another example: Philippines is an
archipelago. It is literal because Philippine is composed of many
small islands. So, it really is an archipelago. I did not exaggerate.
However, when I say figurative, it means that the language goes
beyond the normal meaning of the words used. You should not take it
exactly as it is. In order words, you need to figure it out. For example,
she is a walking encyclopedia. When you say this to someone, it
doesn’t literally mean that she is an informative book that walks. It
only means that she is a smart person that knows a lot just like an
encyclopedia. Another example is when Jack in the movie Titanic
says to Rose that, “I am on top of the world!”. Jack doesn’t really
mean that he is sitting literally on the top of the world, but feels like
on top of it in happiness.

Did you understand it, class?

Student: Yes, ma’am!

Can you give your own example of literal and figurative?

Student: Ma’am, I’ll just try.

Literal language is when I say
“I like English” and figurative
is “English is like a book that I
cannot put down. “

Wonderful, Lucas! That’s correct. The first one is literal because you
say directly that you like English but it becomes figurative when you
compared it to a book that you cannot put down because you like it.

2. Importance of Figures of Speech

Now that we know that figures of speech are words or sentences that
do not use a literal meaning, it’s time to know its importance. I’m
going to give you an example.
Literal: Spending your time with something makes that something
important.
Figurative: It's the time that you wasted for your rose that makes your
rose so important.
As you can see, the two sentences have the same meaning but the
way they are expressed is different. Did you notice the difference?
What do you think appears to be more attractive?

Student: Yes, ma’am. In literal,

it is direct. But in figurative
there’s a comparison done to
express the thought. For me,
Very well said, Fiona! The two sentences only mean the same thing.
figurative is more attractive.
The importance of something is determined by the time we spend on
it. But in figurative, it is expressed indirectly. It uses a rose to
symbolize the things that are important to use—it could be our
studies, friends, family, or passion. So, it becomes a lot more
interesting and attractive. It makes us wonder what the rose means in
the sentence.
The following is the importance of figures of speech:
First, it catches the attention of the listeners. Since it uses words that
cannot be interpreted easily, it becomes more engaging to the
audience. Second, it creates a lasting impact. Since the words are not
commonly used, they become special. It leaves us wondering about
what the thoughts really wants to say or mean. Last, it enhances our
creativity. When we use figurative language, we use our imagination
to express our feelings—we associate things with our experiences, the
things that we see or heard—that’s why it improves our creativity.
( Source: Figures of Speech, vendatu.com)

Do you have any further questions before we proceed, class?

3.) Different type of figures of Speech

The first type is Simile. Simile is the process of comparing two Students: “No, ma’am!”
unlike things with common qualities using “like” or “as”. For
example, “Your words cut deep as a knife.” In this sentence, words
and knife are two different things. One is an object and their other is
not. But their similarities are drawn together. They both can hurt
anyone. So, this sentence means that our words, just like a knife, can
potentially hurt anyone. Another example is this: Good friends are
like stars. You do not always need to see them, but you know that Student: Stars and friends,
there are always there. In this sentence what are the two things being which are two different things,
compared? And what does the sentence mean? are compared using “like”. The
sentence means that just as we
don't always see the stars, yet
we know that they are there in
Excellent, Briana! In the sentence, friendship and stars are compared
to each other with the signal word “like”. The sentence also means the sky, good friendship means
that good friends, even if they are not always present, are always that even if we do not always
there when you need them. see our friends, they are still
there when we need them.

Is simile already clear?

Ok, to know if you already understood it, I am going play a video and
notice which sentences show simile.

Students: Yes, ma’am.

Plays a video from: https://www.youtube.com/watch?
v=4GLSsX7Rg2s&t=266s ( Simile for kids)

Did you notice the simile? Can you give me some?

Yes! You are right about that, Denmarc! That lyrics compares a
person’s feeling to a plastic bag that drifts through the wind. It asks Student 1: Yes, ma’am. Do you
us if at any point in our lives, did we ever feel lost like a drifting ever feel like a plastic bag
plastic bag? drifting through the wind
wanting to start again.

Other, simile?

Excellent, Xien! That’s a simile. It uses like to compare the nose to a

sword. Student 2: Ma’am, I’m a fish
with a nose like a sword.

It seems like you know the simile, we will proceed now to the
metaphor. Metaphor is comparing two unlike things with common
qualities without using “as “or “like”. This is easy to spot, class. In
this case, we compare two different things and draw their similarities
without using “as” or “like”. In this case we will use the same
example we used in simile but we will only drop the “as” and “like”.
Your word is a knife. In this case, we compare the knife to our words Student 1: Ma’am, you are a
without using “as” or “like” anymore but we still mean the same torch. You are a torch because
thing. Our words can hurt someone. Another is, you are a firework. In you light up other people.
this case, the speaker doesn’t literally mean that the person he is
talking to is a literal firework. He is only drawing similarities
between the fireworks and him. It only means that like fireworks that
shines and attracts people, so too this person.
How about you class, can you give me an example of a metaphor?

Perfect, Princess! That’s an example of metaphor. You compare

Ma’am Joy to a torch without using “as” or “like”
Moving forward, our next one is paradox. Paradox is a statement that
seems self-contradictory. Paradox, class, are sentences that use
Student 1: Ma’am Joy is a
contradiction to express a thought. For example, All I know is I know
torch.
nothing. In this sentence, the speaker seemingly contradicts himself
when he says that he knows something but, the thing is, it is nothing.
In short, he does not know anything. And since he knows nothing, he
will need to learn more. Going back in our activity, we have another
example: she needs to be cruel to be kind. In this sentence, how do
you think is paradox used?
Student 1: Ma’am, the speaker
Thank you, Ms. Ibarondo! The speaker uses contradiction in the contradicts the statement by
statement. Being nice, always agreeing, and giving are our usual saying that by being cruel, we
definition of kindness. We do not want people to contract our become kind.
thoughts or make us do something we do not want. We think those
are cruel. But in reality, sometimes, the only way to be kind to others
is to disagree with them or to correct their mistakes, so they won’t be
stray.

Do you still have any questions, class?

To proceed, we have personification. Personification is a figure of

speech in which an inanimate object or abstraction is given with
human qualities or abilities. Take a look at our example: The angry
flood waters slapped our house. In this case, flood, which is an object,
is given with a human quality – that is angry. Do floods show an
angry face like humans? No! But to show that the flood is very strong
and intense, we use the word angry. Another example: “Look at the
sun, they smile at you. Keep going.” The sun was endowed a human Students: No, ma’am!
quality which is the word “smile.” It tells that the sun still shines, so
there is still hope and you need to keep going.
Other than this, can you give an example class?

Excellent, JJ! We used “bow down”, which is a human quality, to

show that the tree gives respect to the wind.

Now, do you have any questions? Clarifications? If none, let us now

proceed with the Onomatopoeia. Jacey, can you read the definition?
Student: Yes, ma’am. The tree
bows down to the strength of
the wind.

Thank you for that, Jacey. In here, we have the word “imitate.” It
means copying or mimic, right? It copies the sounds associated with
the objects or actions they refer to. For example, “The meowing of
Student 1: Yes, Ma’am.
the cats woke my baby brother up.” As we all observed, the word
Onomatopoeia is the use of
meowing is used which is obviously a sound that a cat makes. words that imitate the sounds
Therefore, it created a vivid imagery about the sentence. So, when I associated with the objects or
say this, you can also hear what I am saying. In short, it gives it the actions they refer to.
added sense of sound. Did you get it, class?

Okay, very good. Another example, who can read this one? Yes,
Students: Yes, ma’am.
Cedric?

Thank you, Cedric. As you noticed, the word Ding dong is the sound
of a doorbell ringing. The sound of the ringing doorbell is “Ding
dong!” Now, who can give me an example of a sentence using an
onomatopoeia? Joana, can you give me one?

Now, is that clear? Student: Ding dong! The

doorbell rings.

Student: wooosh! the wind

says at midnight.
If so, let us now proceed with alliteration. What is an alliteration?
Brielle, kindly read.
Thank you so much for that, Brielle. Initial sound. Do you have any Students: Yes, ma’am.
idea of what it means? Yes, Miel?

Okay, that is right. Very good. Initial sound is the same with the first
or beginning sound. Let me give you an example. “Sally sells
seashells by the sea shore.” What have you noticed here? Is there Student: Alliteration is the
repetition of an initial sound.
anyone who would like to share his or her ideas? Yes, Elija.
Student: I think it is the
repetition of the first or
Very good, Elija. Your answer is correct. There are repetitions of the beginning sound.
words which begin with the letter S and, of course, they also sound as
“ssss.” Therefore, that is called an alliteration. The repetition of an
initial sound. Another example. I guess you are all familiar with this Student: Ma’am, I noticed that
“tongue twister.” Am I right? there are lots of words
beginning with the letter S.

Teacher: Okay. Let us read this in chorus, ready, get set, go.
“Peter Piper picked a peck of pickled peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers, Students: Yes, ma’am.
Where’s the peck of pickled peppers Peter Piper picked?”

Thank you so much, class. Did you notice what is in this tongue
twister? It has a lot of alliteration. There are lots of initial sounds that
are being repeated. Now, do you already get what is an alliteration?

Students follow.
Do you have any clarification?

Then, let us now proceed to the next figure of speech, which is the
Hyperbole. Hyperbole is an extravagant statement; the use of Students: Yes, ma’am.
exaggerated terms for the purpose of emphasis or heightened effect.
Okay, our keyword is “exaggerated.” You are exaggerating, meaning
beyond normal, or worse compared to the reality. I think you are all
familiar with this and you sometimes use it to your sentences or
conversations with your friends or even family and most of the time, Students: None, ma’am.
you do not notice it. Let us find out through our example. Who can
read the example?
Thank you, Gelo. This sentence uses hyperbole because it uses
exaggeration to covey a thought. Of course, it’s impossible that a
person has a million things to do in a day. But that’s just only an Student: I have million things
exaggerated way of saying that he is busy. Another is: And when you to do today!
smile the whole world stops and stares for awhile. ‘Cause girl you’re
amazing, just the way you are. This is a lyric from Just the Way You
Are by Bruno Mars. In this case, how do you think is hyperbole used?

You are right, Fatima! Of course, it is impossible that everyone in the

world would have to stop what they are doing when a person smiles.
But it’s just a way of saying that a person is beautiful.

Is it already clear, class?

Student: Ma’am, when a
To make it clear class, I am going to show you a video about person smile it’s impossible
hyperbole. that she/he can make the whole
world stops and stare for a
Shows the video.
while. That’s exaggerated.
Is hyperbole already clear to you now?

Proceeding, our next is apostrophe. Apostrophe is a figure of speech

in which a speaker directly addresses someone or something that is
not present or cannot respond in reality. It can be an absent, dead, or
imaginary person, but it can also be an object (like stars or the ocean),
an abstract idea (like love or fate). For example, Oh, memories! Why
I cannot leave you behind? In this sentence, the speaker is calling out Students: Yes, ma’am!
memories, which are abstract concept, and talking to it as if it is
present. Can you read another example?

Thank you, Seb! This sentence shows apostrophe because it is calling

out the star, an object, as if it is present.
Students: Yes, ma’am.
Do you still have any other questions?

To proceed, we have here synecdoche. Synecdoche means that the

part represents the whole. Class, remember, that in identifying
synecdoche there should always a presence of a part. For example, we
need to know how many heads to expect. In this example, head is a
part of a human body. So, it used to represent people or guests that
should be expected to come. Another example is, my father loves to
play the string. Which do you think in this sentence, class, is the part
that represents the whole and what does it represent? Student: Twinkle, twinkle little
star! How I wonder what you
are!
Is synecdoche already clear, class?
 Students: No, ma’am!
To proceed, we have here the euphemism. In Euphemism, we use
polite terms instead of one that is too harsh or blunt. Sometimes, there
words that may sound offensive to others when we say it directly. Student: Strings, Ma’am! I
That’s why we use euphemism to sound polite. For example, if you think it represents guitar, since
are not comfortable saying “I don’t have a money,” you can say guitar has strings. The sentence
instead, “I am on a tight budget.” This term sounds lighter. Another means that his father loves
example, instead of saying “I don’t understand this subject, “you can playing guitar.
say “I have a learning crisis in this subject.”

Is euphemism already clear to you, class?

Students: “Yes, ma’am.”

D. GUIDED PRACTICE
This time, class, we will have another activity to check your
understanding about our lesson. We will be presenting sentences and
you will identify the following figures of speech that correspond
them. You only have 15 minutes to answer it on your ½ sheet of
paper.

1.) Instead of saying “cheap,” Fatima says “budget-friendly.”

2.) She is as sharp as a pencil.
3.) The clouds look sad today. It’s going to pour a rain.
4.) Booooom! A loud noise has woken up the neighborhood. Students: Yes, ma’am
5.) You are a torch in the darkness.
6.) The more you fail, the more likely you are to succeed.
7.) I have died every day waiting for you.
8.) Give us this day our daily bread.
9.) Oh, my money! Where have you been? I only held you
for two days and now you are gone!
10.) Bertha blew big, blue bubbles.
11.)She is like a flower in bloom.
12.) Peter is our class clown! He’s funny!
13.) The thing that does not change is change.
14.) Instead of saying “old,“ she says “vintage.”
15.) Lila Lawrence likes a lot of little lemons.

Answers:
1.) Euphemism
 2.) Simile
3.) Personification
4.) Onomatopoeia
5.) Metaphor
6.) Paradox
7.) Hyperbole
8.) Synecdoche
9.) Apostrophe
10.)Alliteration
11.)Simile
12.) Metaphor
13.)Paradox
14.)Euphemism
15.) Alliteration

E. ASSESSMENT
Write an essay about the most unforgettable moment in your life
using the figures of speech. You may write it as if you are writing a
story.
Criteria:
Content (10)- The essay exhibits at least seven (7) figures of speech.
The figures of speech should be properly used and clearly stated.
Word count (5) - The essay must be at least 200 words.
Grammar (5)- The essay should use proper grammar mechanics and
punctuations.

F. REFLECTION

Good job, class! Again, what is our lesson for today?

Thank you, Duan! And why do we use figures of speech?

 Exactly, Gywne! And what are the figures of speech we discussed
today?

Student 1: Ma’am, our lesson

Perfect, Krizza! Good job, class! It appears that you have already is about figures of speech.
understood figures of speech today. Before we end the discussion, we
just like to leave you with this short thought:
Student 2: We use figure of
“There is always a fresh way to say something.” speech ma’am to attract the
attention of our readers, to
Remember, class, that that is the essence of figurative language. We engage them in our writing,
always strive to say something in a new way, to discover that there and also to exercise our
are always different ways of saying what we feel, heard, seen, or creativity with words.
touch, so that others will be able to better understand and connect
with us. We hope that in your language learning journey you finally Student 3: We have Simile,
use the figures of speech you learned today. Metaphor, Paradox,
Personification, Hyperbole,
Apostrophe, Alliteration,
Onomatopoeia, Synecdoche,
That is all today. Good bye, class? and Euphemism.

Students: Goodbye, ma’am!

Prepared by:
Cheryl T. Villamor
Vingky Mabel A. Salcedo