Region XI Grade Level 9

GRADE 9 Teacher RUCHELYN C. ABEDAN Learning Area ENGLISH

DAILY G19
LESSON AMITY 02-20-2023
Teaching Date Quarter
PLAN HUMILITY THIRD

Session
I. OBJECTIVES
A. Content Standard The learner demonstrates communicative competence through his/ her understanding of
literature and other texts types for a deeper appreciation of World Literature, including
Philippine Literature.
B. Performance The learners should determine the relevance and the truthfulness of the ideas presented
Standard in the material viewed while at the same time learn the different literary devices and
techniques used in the classic story.
C. Learning EN9VC-Iva-10
Competencies / At the end of the session, the students will be able to:
Objectives a. analyze the information contained in the material viewed;
Write the LC code for b. analyze literature as a means of connecting to the world; and
each c. express appreciation of literary techniques and devices.
II. CONTENT Literary Devices- “Pyramus and Thisbe”
III. LEARNING
English 9Learner’s Material/Module
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from DepEd Commons
(LR) portal
B. Other Learning
YouTube and Slide Share
Resources
IV. PROCEDURES
A. Reviewing previous (Preliminaries: Prayer/Greetings/Checking of Attendance/Setting of Class Rules)
lesson or presenting
the new lesson  Review past lesson/activating prior knowledge
(ELICIT) The students will answer the motivating activity below.

Direction: Using your knowledge in geometry, draw a ray to match the literary devices on
the left with its appropriate example on the right.

1. Simile a. Parting is such a sweet sorrow

2. Foreshadowing b. Oh loving hate
3. Rhyme c. Pyramus, Pyramus
4. Repetition d. Where art thou Pyramus?
5. Oxymoron e. My life is a foe of debt!
6. Metaphor f. “And to thy go like lightning”
g. Pyramus: Love, however,
cannot be forbidden.
 The students will be asked if they get all correct answers. The teacher will let students
give a round of applause and appreciation on their performance.
B. Establishing a WATCHING VIDEO
purpose for the The students will be asked:
lesson
(ENGAGE ) Are you excited to learn very well from the lessons? So let us begin your involvement by
watching the video about the plot summary of “Pyramus and Thisbe” by Ovid. She will
also remind students to be attentive to the video’s message.

“Pyramus and Thisbe”

After the activity, the students are going to share their realizations and perceptions about
the video using their schema learned in Science and Psychology. The teacher will also let
the students listen to their classmates’ ideas and answers.

Guided questions:

1. How did you find the story of “Pyramus and Thisbe” from watching the video?
2. How did you find the lines expressed by the characters?
3. Do you find these lines interesting?

C. Presenting DISCUSSING THE LESSON

examples/ instances The teacher will discuss literary devices using Filipino language and Mother tongue or
of the new lesson code switching.

Literary devices are common structures used in writing. These devices can be either
literary elements or literary techniques.

Here are some literary devices from the story “Pyramus and Thisbe.”

1. Similes are comparisons to two unlike things (magkaibang bagay tulad pagkumpara ng
isang tao sa isang bulaklak);
It is marked by the use of the words, “like”, “as”, or “such as”.
Examples
1. Thisbes` skin is as white as snow.
2. My love is like a red rose.
3. My father has eyes like a hawk. He finds out even the minutes of things.
2. Metaphor is the comparison to two unlike things without using as, like or such as.
Examples
1. Pyramus was a lion on the battlefield.
2. My mom has a heart of gold.
3. Thisbe has a warmth heart.

Simile
It is a direct comparison.
Uses words such as `like` or `as` to
make a comparison.
For example: Thisbe ran as fast as a
cheetah in the race today.
Metaphor
It is an implied comparison.
Does not use any specific words to
make a comparison.
For example: Thisbe was a cheetah in
the race today.

2. Discussing new APPRECIATING VALUES

concepts and Group the students into 5 groups.
 practicing new skills The teacher will enhance the learning of students in doing another activity based on the
#1 students’ schema about the summary of “Pyramus and Thisbe.”
(EXPLORE)
3. Discussing new
concepts and
practicing new skills Direction: Using the Venn diagram and the values learned in ESP, compare and contrast
#2 the behavior of children before and today on how they interact with their parents when
they are in love with somebody.

4. Developing mastery COLLABORATING IDEAS

(Leads to Formative The students will be grouped into 5 groups and instruct them to write their own
Assessment) sentences using the words and ideas from the summary of “Pyramus and Thisbe”. She will
(EXPLAIN) remind them to never look at and listen to the other group’s sentences and ideas
respectively.

Situations:
1. Use “pretty like a diamond” as simile.
2. Use “flower” as metaphor.
3. Use “love” as metaphor.
4. Use “poison” as simile.
5. Use “venomous snake” as metaphor.

The teacher will give everyone a round of applause and state “very good” as appreciation
to their job well done.

5. Finding practical Group Activity

applications of Directions: Based on the movie of “Pyramus and Thisbe”, do the following.
concepts and skills in Group1: Draw the setting of the story
daily living Group2: Role play the climax or favorite event from the story
(ELABORATE) Group3: Discuss the issues or list the issues in the story (conflict)
Group4: Make a Tableau of the story's theme
Group5: Make advices to young lovers today
6. Making REMEMBERING IDEAS
generalizations and The teacher will let students remember the meaning of simile, and metaphor, and the
abstractions about events happened in “Pyramus and Thisbe” drama.
the lesson  Simile is one of the most commonly used literary devices. It is marked by the use
of the words, “like”, “as”, or “such as”.
 Metaphor is one of the most extensively used by way of another.
Pyramus and Thisbe fought for their love for each other and had ended their
family’s feud through their death.

The teacher will give everyone a round of applause and state “very good” as appreciation
to their job well done.

7. Evaluating learning ASSESSING THE LEARNING

 The teacher will let the students answer the written quiz and remind them to not cheat or
look at someone’s paper.
(EVALUATE) Direction: Read each example. Determine whether each is a simile or metaphor. Choose
your answer and explain which to things are being compared.
Example:
My mind is a puddle in the street reflecting green.
Simile / Metaphor
What two things are being compared?
The speaker is comparing his mind to a puddle.

1. Thisbe is innocent as a lamb.

2. Pyramus love is like a red rose.
3. She has a heart of gold.
4. A hundred miles of landscape spread before me like a fan.
5. Your eyes are like stars in the night sky.

8. Additional activities ASSIGNMENT

for application or Directions: To complete the wonderful learning, you are going to write a dialogue based
remediation on the given scene in Pyramus and Thisbe using your own dialect or any language you like
(EXTEND) to. Use literary devices in the dialogue.

VI. REMARKS
VII. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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?

Prepared by: Approved by:

RUCHELYN C. ABEDAN MARIA PAULA BARBARONA

Pre-service Teacher Cooperating Teacher