ALTERNATIVE LEARNING SYSTEM DAILY LESSON LOG
Community Learning
System:
Learning Facilitator: NOEL R. QUINANE
Teaching Date:
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
D. Integration
E. Cultural Icon
II. CONTENT
A. Subject Matter
III. LEARNING RESOURCES
A. References
1. Competency Guide
2. Session Guide pages
3. Module/Learner’s
Materials pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Springboard/ Motivation
(Establishing a purpose
for the lesson)
B. Activity (Presentation of
the new lesson)
A&E
Program:
Literacy Level: EL &JHS
Learning Strand: LS 1:
1 Communication Skills
Reading
Acquire and critically process information from a wide range of written and
multimedia materials in the English language to function effectively as a
member of the family, nation, and the world, and to participate in
community and economic development.
Analyze figures of speech (simile, metaphor, personification, hyperbole) in
a given text
Code: LS1CS/EN-R-PSD-LS.33.4
Being a youth in our community/country how are we going to appreciate
the beauty of the universe?
DLHTM: LOCAL TOURISM
Figures of Speech/
Figures it Out for Yourself
ALS K-12 Curriculum Guide pp. 44 of 51
Figure it Out pp. 18- 34
Picture, strips, manila paper, pentel pen, smart TV
Setting of CLC Rules:
1. The 4C's Collaboration, Communication, Creativity-Visualized and
Critical Thinking
2. Participate in every activities;
3. asked question when it is needed and inline to the topic;
4. Be creative and respect ones ideas
Directions: Have the pupils sing the chorus part of the song "Just the Way
You Are", Bruno Mars.
"When I see your face
there's not a thing that I would change
cause you're amazing just the way you are
And when you smile the whole world stops and stares for a while
cause girl your'e amazing just the way you are”
Activity # 1: Sentence Strip
Directions: Split the class into two teams. Give each team sentence strips.
 Have them match each sentence to the figures of speech.
Sentence:
1: She ran like the wind.
2. That boy is a pig.
3. My backpack weighs a ton.
4. The tree bowed and waved to me in the wind.
C. Analysis (Presenting What figure of speech is sentence 1? 2? 3? 4?( please refer to the
examples/instances of sentences given on the activity (B).
the new lesson)
Discuss concepts on figure of speech.
Figures of speech are words or phrases that depart from straightforward
literal language. Figures of speech are often used and crafted for emphasis,
freshness, expression, or
clarity.
Types of Figure of Speech:
Simile - comparing two unlike things using like or as
Example: She ran like the wind.
Explanation: Running and the wind are unlike things. When you compare
the speed of running to the speed of the wind, you are using a simile.
Metaphor - comparing two unlike things without using like or as
Example: That boy is a pig.
Hyperbole - a major exaggeration or overstatement used for emphasis or
humor
Example: My backpack weighs a ton.
Personification - giving human traits or characteristics to something that
isn’t human, such as animals, objects or non-living things
Example: The tree bowed and waved to me in the wind.
Explanation: The tree is being given the human characteristics or actions of
waving and bowing. The tree is being personified. It now has character.

D. Discussing new Activity # 2: Name It.

concepts and practicing Read excerpt lines from the poem. Analyze the highlighted lines whether it
new skills (sub-activity is simile, metaphor, personification or hyperbole.
#1)
1. “The Wind”
The wind stood up, and gave a shout;
He whistled on his fingers, and

Kicked the withered leaves about,

And thumped the branches with his hand,

And said he’ll kill, and kill, and kill;

And so he will! And so he will!
- James Stephens Knock at a Star
2. “Peach”
Touch it to your cheek and it’s soft
as a velvet newborn mouse
who has to strive to be alive.

Bite in. Runny

honey
blooms on your tongue- as if you’ve bitten open a whole hive.
And so he will! And so he will!
- Rose Rauter Knock at a Star
3. “Dreams”
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
  
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
- Langston Hughes The Dream Keeper and Other Poems
4. “A Pizza the Size of the Sun”
I’m making a pizza the size of the sun,
a pizza that’s sure to weigh more than a ton,
a pizza too massive to pick up and toss,
a pizza resplendent with oceans of sauce.

I’m topping my pizza with mountains of cheese,

with acres of peppers, pimentos, and peas,
with mushrooms, tomatoes, and sausage galore,
with every last olive they had at the store.

My pizza is sure to be one of a kind,

my pizza will leave other pizzas behind,
my pizza will be a delectable treat
that all who love pizza are welcome to eat.

The oven is hot, I believe it will take

a year and a half for my pizza to bake.
I hardly can wait till my pizza is done,
my wonderful pizza is the size of the sun.
- Jack Pretulsky A Pizza the Size of the Sun
E. Discussing new Activity # 3:Think-Pair-Share.
concepts and practicing Each pair will be given group of words and have them quickly create a
new skills (sub-activity sentence and analyze what kind of figure of speech. Have them present
their output. Sentence to be formed: 1. He is as strong as an ox. 2. Her
#2)
eyes were sparkling emeralds. 3. The moon smiled upon the river. 4. I am
so hungry
I could eat a horse. 5.

F. Abstraction (Making
generalizations about
the lesson)
Activity # 4: Q and A
The teacher will call a learner to pick one strip inside the glass with a
question in it. Then the learner will answer it.
Questions:
1. what have you learned today?
2. What are the figures of speech you learned today?
3. What is personification?
4. What is hyperbole?
5. How is simile differ from metaphor?
6. Why we need to know figures of speech?
7. Is figures of speech applicable to our lives?

G. Application (Developing Activity# 5: Sing It.

mastery) Directions: Analyze the figure of speech used in excerpt lines of song lyrics.
1. ‘Cause, baby, you‘re a firework Come on, show ’em what you‘re
worth- “Firework”, Katy Perry

2. Tonight for the first time, Just about half past ten, For the first time
in history, It's gonna start raining men, It's raining men, Hallelujah, It's
raining men, amen. -”It’s Raining Men”,The Weather Girls
 3. My heart is like an open highway. - "It's My Life," Bon Jovi

H. Valuing (Finding
practical applications of
concepts and skills in
daily living)
I. Evaluation (Assessing
learning)
4. Ricochet, you take your aim Fire away, fire away You shoot me down
but I won’t fall I am titanium – “Titanium”, David Guetta
5. I’m never gonna
dance again Guilty feet have got no rhythm Though it’s easy to pretend. I
know you’re not a fool… …Time can never mend The careless whisper of a
good friend To the heart and mind, ignorance is kind There’s no comfort in
the truth, pain is all you’ll find.
“Careless Whisper”, George Michael
Work cooperatively.
Directions: Analyze the figure of speech used in each sentence. Write S -
Simile, M - Metaphor, H- Hyperbole and P- Personification.
Analyze the figure of speech used in each sentence. Write S-simile, M-
metaphor, P – personification and H – hyperbole in the blank provided.
__________ 1. They fought like cats and dogs.
__________2. If I can’t buy that perfect prom dress, I’ll die!
_________ 3. The sun smiled and chased away the angry clouds.
_________ 4. He is the apple of my eye.
_________ 5. You're as cold as ice. _________6. Life is a broken winged
bird.
_________7. I’ve told you to clean your room a million times!
________ 8. The stars danced playfully in the moonlit sky.
_________9. She is as thin as a rake.
_________10. I’ve waited hundred years for your email to arrive. 

J. Agreement (Additional Copy from any textbook or search through internet one poem that has
activities for application figurative language. Underline and analyze what kind of figure of speech
or remediation) used.

V. REMARKS
VI. 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 worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
 teachers?

Name of Learning Facilitator: Noel R. Quinante

Position/Designation: T-III/DALSC
Venue: LRP – Education Building San Isidro Elementary School
Program: A&E
Literacy Level: LE/AE/JHS
Date:
Time Allotment: 1 hour
Learning Strand: 3
No. of Learners: ____
Proficiency Level: ____
Teacher’s Signature: ____________