Final Exam: EL 107

Name: Cleo Fev B. Canton Permit Number: _____

Professor: Mr. Joevannie Acera Date: January 5, 2022

Detailed Lesson Plan

I. Objectives:
At the end of a 60-minute period with 80% proficiency level, the students
should be able to:

a. identify literary devices and techniques;

b. explain the importance of literary devices and techniques;
c. use literary devices and techniques to craft poetic forms.

II. Subject Matter:

a. Subject: English 9
b. Topic: Literary Devices and Techniques
c. Reference:
Glatch, S. (2021a, March 31). 12 Literary Devices in Poetry:
Identifying Poetic Devices. Writers.Com.
https://writers.com/literary-devices-in-poetry

Glatch, S. (2021b, December 15). 54 Common Literary Devices:

Definitions, Examples, and Exercises. Writers.Com.
https://writers.com/common-literary-devices

https://allpoetry.com/Mad-Girl%27s-Love-Song

d. Materials: Charts, Flashcards, Envelope, Paper strips, Pocket charts, Meta

cards
III. Procedure
Teacher’s Activity Student Activity

A. Preliminary Activities

a. Prayer
Let us all stand for our prayer. (The students will do as told.)

b. Greetings
Good morning, students! Good morning, Teacher Cleo.
How are you? We’re good. How about you?
I’m good, too.
Everybody sit down.

c. Checking of Attendance
Who are absent for today? (The students tell the names of their
classmates who are absent.)
How many males are present?
How about the females?
(Teacher counts the students that
are present.)

d. Setting of classroom
standards
Okay. Before we start the class,
let’s go through our classroom
rules to maintain a peaceful and
conducive learning environment.
Please read the chart.
Classroom Rules
1. Come to class on time.
2. Be ready to learn.
3. Listen and follow directions.
4. Raise your hands to speak.
5. Be respectful to others.
6. Ask questions.
7. Always do your best.
8. Try new things.
9. Believe in yourself.
10. Work hard and have fun.

Good. We must take note of these Yes, ma’am.

rules as we go along with today’s
discussion.

e. Passing/Checking of
Assignment
Do we have an assignment? No, ma’am.

Okay. Let’s proceed.

f. Recapitulation
Now, I have five flashcards and
meta cards posted on the board.
Let us try to see if you still
remember last meeting’s lesson.
Read each one of them and
identify what type of poetry they
define. Do you understand? Yes, ma’am.

1. It is a type of poetry
that lacks a consistent Free Verse
rhyme scheme, metrical
pattern, or musical form.
2. These long poems
typically detail
extraordinary feats and Epic
adventures of characters
from a distant past.
3. It is a three-line poetic
form originating in Japan.
The first line has five
syllables, the second line Haiku
has seven syllables, and
the third line again has
five syllables.
4. It is a 14 line poem,
typically (but not
exclusively) concerning
Sonnet
the topic of love. It
contains internal rhymes
within their 14 lines.
5. It is a poem that
reflects upon death or
loss. Traditionally, it
Elegy
contains themes of
mourning, loss, and
reflection.

Very good! Let’s have a

community clap!
B. Lesson Proper
a. Motivation
(The teacher will instruct students
to form four groups.)
This time, I will give your groups
envelopes each with scrambled
letters inside and a definition that
will serve as your clue, you will
arrange the letters to come up
with a word. Do you understand,
class? Yes, ma’am.

Now, what words have you (Proceeds to work in groups.)

assembled? Group 1: ANAPHORA, CONCEIT,
APOSTROPHE
Group 2: METONYMY, SYNECDOCHE,
ENJAMBMENT
Group 3:ZEUGMA, REPETITION,
INTERNAL RHYME
Group 4: ALLITERATION,
CONSONANCE, ASSONANCE

Very good! You have assembled

the letters correctly. So, do you
have any idea what these words
are? No, ma’am.

Okay. Since you don’t know these

words we will try to know and
discover them and how they are
used.
Now, let’s move to our lesson.
Are you ready, class? Yes, ma’am.

e. Presentation of New Lesson

and Discussion
Just like what you have said in the
activity we just finished, those
words are Literary devices. So,
what are Literary devices?
Please read, class. Literary devices are typical structures
used by writers in their works to
convey his or her messages in a
simple manner to the readers. In that
sense, they are techniques for helping
guide the reader in how to read and
There are many literary devices the writer on how to read a piece of
used by writers but today we will literature.
focus on the most frequently used
in poetry.
 The first one is Anaphora.
Everybody read.
An anaphora is a rhetorical device that
consists of repeating a sequence of
words at the beginnings of neighboring
clauses, thereby lending them
emphasis.

For example, just an excerpt from

the poem of N. Scott Momaday
entitled “The Delight Song of
Tsoai-talee”.
“I am a feather on the bright sky
I am the blue horse that runs in
the plain
I am the fish that rolls, shining,
in the water
I am the shadow that follows a
child…”

What can you observe from The words “I am” are repeated at the
the example I have stated? beginning of every line.

Correct. That is how Anaphora

works.
Next, please read.
Conceits are used to create unique
comparisons and to describe unlikely
situations.

It sounds like a metaphor.

Yes, that is because conceits

are like metaphors but to an
extended level. For example,
“Marriage is like getting a root
canal.” and “Childbirth is like
having a nail driven through
your foot.”

Next, please read. Apostrophe is a figure of speech in

which a speaker directly addresses
someone (or something) that is not
present or cannot respond in reality.

Apostrophes are very

common. Can you think of any
example that makes use of
apostrophe?
“Twinkle, twinkle, little star, how I wonder
what you are.”
“Oh chocolate, you are the love of my
life. Why are you so sweet and
delicious?”

Excellent!
Then, we have Metonymy and
Synecdoche. Please read.
Metonymy and Synecdoche are
both forms of symbolism. For
metonymy, it associates a part
for a part. A crown maybe
associated to the power of a
king. Can you cite other
examples of metonymy?
Right. Meanwhile, synecdoche
is a class of metonymy. It
associates a part for a whole or
a whole for a part. Example,
‘wheels’ is often the term used
referring to ‘car’ since wheels
are parts of a car. Can you give
more examples?
Precisely.
Another literary device is
Enjambment. Please read.
“Please, clouds. Please don’t rain today!”
Metonymy is a figure of speech in
which a thing or concept is referred to
by the name of something closely
associated with that thing or concept.
A synecdoche is a figure of speech in
which a term for a part of something
refers to the whole of something or
vice versa.
Dove - peace, freedom, purity
Pen - writing
Book- knowledge
Dish - food
Throne - king or queen
(Students give their examples.)
A helper can be addressed as "hand."
The alphabet can be called as the
"ABCs."
Someone who is good with planting can
be called a “green thumb”.
Calling for attention or telling someone to
listen could be said as “Lend me your
ears”
In poetry, enjambment is incomplete
syntax at the end of a line; the
meaning 'runs over' or 'steps over'
 from one poetic line to the next,
without punctuation. An enjambed line
typically lacks punctuation at its line
break, so the reader is carried
smoothly and swiftly—without
interruption—to the next line of the
poem.

Example:
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year”.

- Stopping by Woods on a Snowy

Evening BY ROBERT FROST

What did you notice from the The poem does not have any
example you have read? punctuation at the end of the lines.
The idea of every line also continues on
to the next ones and does not only stop
at a single line.

Good. The idea of every line

seems like a cliffhanger that
helps to catch the readers’
attention more.

Next is Zeugma. A zeugma is a literary term for using

one word to modify two other words, in
two different ways.

Zeugma occurs when one verb

is used to mean two different
things for two different objects.
Example, “I lost my keys and
my temper”. Keys and temper
are different things but they are
being associated by the verb (Students give examples.)
lost. “She broke my heart and my mind.”
“Glenn slapped my hand and my ego.”
Yes, good.

Another device is Repetition Repetition is the simple repeating of a

word, within a short space of words,
with no particular placement of the
words to secure emphasis.
This device is common. It
helps in reinforcing the main
idea of a poetry. Can you give
examples of phrases or
sentences that make use of
repetition?
I think you understand it very
well. Next device is Internal and
end rhyme.
I guess most of you use
rhymes when creating a poem.
Most of the time we use end
rhymes since these are easier
to make. An example of internal
and in rhymes in poems is
Edgar Allan Poe’s “The Raven”.
Everybody read.
This is an example of internal
and end rhymes.
To follow, we have Alliteration.
Everybody read the definition.
Most examples of alliteration
are tongue twisters. Example,
(Students give their examples.)
Time after time.
Boys will be boys.
Sorry, not sorry.
Hand in hand.
Internal rhyme is just what it sounds
like: two rhyming words juxtaposed
inside of the line, rather than at the end
of the line.
End rhymes are rhymes that occur at
the end of the line in poetry.
Once upon a midnight dreary, while I
pondered, weak and weary,
Over many a quaint and curious
volume of forgotten lore—
While I nodded, nearly napping,
suddenly there came a tapping,
As of some one gently rapping,
rapping at my chamber door.
“’Tis some visitor,” I muttered, “tapping
at my chamber door—
Only this and nothing more.”
In literature, alliteration is the
conspicuous repetition of identical
initial consonant sounds in successive
or closely associated syllables within a
group of words, even those spelled
differently.
 “She sells seashells by the
seashore”. The consonant
sound ‘s’ is repeated in the
sentence. What other alliterative
tongue twisters do you know? Peter Piper picked a peck of pickled
peppers. If Peter Piper picked a peck of
pickled peppers, where's the peck of
pickled peppers Peter Piper picked?
Good example.

Now, the lasts but not the least

we have assonance and
consonance. Please read.
Consonance and assonance refer to
the sounds within words.Consonance
refers to consonant sounds, whereas
assonance refers to vowel sounds.

An example of consonance
would be “He struck a streak of
bad luck.” Why do you think?

It is consonance because the consonant

sounds ‘str’ and ‘k’ are being repeated.
Good. For assonance, we
have “The light of the fire is a
sight.” What makes it an
assonance? It has a repetition for the long ‘i’ vowel
sound.

Very good!
And those are the different
literary devices used to craft
poetry forms.
C. Closure
a. Generalization
Did you understand our lesson Yes, ma’am.
today?

What do we call the typical

structures used by writers in their
works to convey messages in a
simple manner to the readers? Literary devices.

Correct, literary devices take

writing way beyond its literal
meaning meaning. It guides a
reader as to how to understand a
piece as well as the writer on
how to create a literary work.
Now, what are the different types
of literary devices used in poetry? Anaphora, Conceits, Apostrophe,
Metonymy, Synecdoche, Alliteration,
Internal and End Rhyme, Enjambment,
Zeugma, Repetition, Consonance and
Assonance

Correct!

f. Application and Evaluation

Now, with the groups you had at
the start of the class let us do a
group activity.

Each group will create a 4-stanza

poem with your own chosen topic.
Every group will be given three (3)
literary device that should be
included in their poem. After
creating the poem, write a one (1)
paragraph essay explaining the
importance of literary devices in
writing.
A representative will read the
finished work in front of the class. Yes, ma’am.
Do you understand?

Group 1: ANAPHORA, CONCEIT,

APOSTROPHE
Group 2: METONYMY,
SYNECDOCHE,
ENJAMBMENT
Group 3:ZEUGMA, REPETITION,
INTERNAL RHYME
Group 4: ALLITERATION,
CONSONANCE, ASSONANCE
(After composing the poem, students
recite their poems in front of the class.)
All of you have created very
beautiful poems. And it also
seems that you have realized and
appreciated the importance of
using literary devices.

g. Valuing
How important are literary
devices?
V. Assignment:

Read the poem below by Sylvia Path

entitled “Mad Girl’s Love Song”. Identify
and list down the literary devices used in
the poem.

Mad Girl's Love Song

I shut my eyes and all the world drops

dead;
I lift my lids and all is born again.
(I think I made you up inside my head.)

The stars go waltzing out in blue and red,

And arbitrary blackness gallops in:
I shut my eyes and all the world drops
dead.

I dreamed that you bewitched me into

bed
And sung me moon-struck, kissed me
quite insane.
(I think I made you up inside my head.)

God topples from the sky, hell's fires

fade:
Exit seraphim and Satan's men:
I shut my eyes and all the world drops
dead.

I fancied you'd return the way you said,

But I grow old and I forget your name.
(I think I made you up inside my head.)

I should have loved a thunderbird

instead;
At least when spring comes they roar
back again.
I shut my eyes and all the world drops
dead.
(I think I made you up inside my head.)

And that concludes our lesson for today.I

hope you learned something. Goodbye,
class! Goodbye and thank you, Teacher Cleo!
Prepared by:

CLEO FEV B. CANTON

Student-Teacher

Checked and Approved By:

JOEVANNIE ACERA
Instructor