Sorsogon State University

A.Y. 2021-2022

Technology for Teaching and Learning

A Detailed Lesson Plan

Identify that shows figures of speech
(Irony, Oxymoron, and Paradox)

Danica Joi L. Gacias

BSED ENGLISH – 3A

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 ASSIGNMENT COVERSHEET

STUDENTS DETAILS:

Name: Danica Joi L. Gacias

Student Number:19106028
Course &Major: BSED ENGLISH
Year and Section:3A
Address:0784. Sitio Madan-an Bibincahan Sorsogon City

SUBJECT DETAILS

Subject: Technology for Teaching and Learning 1

Subject Code:D157
Instructor/ Professor: Maritess D Carreon, MIT

ASSIGNMENT DETAILS:

Assignment Number/Title: Revised DLP

Due date: December 8, 2021
Date Submitted: December 8, 2021

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 REVISED DETAILED LESSON PLAN

A DETAILED LESSON PLAN in PARADOX, IRONY and OXYMORON: ENGLISH 7

School Grade Level GRADE 7

Teacher Danica Joi L.Gacias Learning Areas ENGLISH 7

Teaching Dates and 1-2 hour Quarter QUARTER 2

time

OBJECTIVES

A. Content The learners demonstrate understanding of Philippine Literature

Standards during the period of Apprenticeship as a means of examining conflict;
various purposeful listening and viewing strategies; difference between
literal and figurative language ways to extract and condense information
based on library sources; verbal and non verbal cues in oral communication;
and types of phrases, clauses and sentences.

B. Performance The learner transfers learning by; resolving conflicts presented in

Standards literary selections; using tools and mechanisms in locating library resources;
extracting information and noting details from text to write precise,
summary, and paraphrase; distinguishing between the using of literal and
figurative language and verbal and non-verbal cues; use phrases, clauses and
sentences meaningfully and appropriately.

C. Learning K--12 CURRICULUM COMPETENCY: EN7V-II-f-10.1.3: Identify

Competencies/ figures of speech that shows contrast (Irony, Paradox and Oxymoron)
Write the LC
code of each

Specific At the end of this lesson the students are expected to:
Objectives
1. Define the three figures of speech that contrast. (paradox, irony,
oxymoron )

2. Identify the similarities and differences of paradox, irony and oxymoron.

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 3. Understand, make use and give example of the paradox, irony and
oxymoron.

II. CONTENT A. Topic: Identify Figure of Speech that Shows Contrast (IRONY,
PARADOX and OXYMORON)

III. LEARNING
RESOURCES

A. References

1. Teachers Guide
Pages

2. Learners Learner's Material: Learning Package Grade 7 Quarter 2 Page 68

Material Pages

3. Text Book
Pages

4. Additional Online References:

Material from
Learning https://youtube.com/watch?v=p3xrNunItn0&feature=share
Resource (LR) https://prezi.com/dnzi8_uyzvnu/irony-oxymoron-paradox/
Portal
https://quizizz.com/admin/quiz/5d880cbfecf7cd001abd3678/figures-of-
speech-irony-oxymoron-paradox

B. Other Powerpoint Presentation

Learning
Resources/ Online Application: Jamboard, Quizizz, Zoom, Google Meet
materials

C. Methods Interactive, Inductive, Learning through Discussion and Activities

IV.
PROCEDURES

A. Reviewing A. Preliminary Activities

Previous Lesson
1. Greetings
or Presenting a
New Lesson

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 The teacher will start the class with prayer, greetings, checking of
attendance and reminders of the does and don't inside and during the online
class discussion

B. Establishing a 2. Primings
purpose for the
lesson 2.1 Review

In this part the teacher will ask the students to recall about their lesson
last meeting about the lesson topic of figures of speech that shows contrast
specifically in the Irony, Paradox, and Oxymorons.

C. Presenting 2.2 Motivation

Example /
Instances of the Using the provision of share screening in G-meet or in Zoom the
new lesson teacher will give supplement of visual aid such as video presentation and list
of examples phrases of irony, paradox and oxymoron. the teacher will
provide the following guide question after they have read and watch the
presentation.

* In your own understanding what does oxymoron, irony and paradox

means? discuss each

* Give at least one example of the three using a phrase of a sentence. You
can either raise a hand in this meet to recite or type it in the chat box of this
g-meet or zoom.

D. Discussing new 2.3 Introduction

concept and
Practicing New As the teacher takes note of the answer and response of the
skills #1 students she will direct them to open the jamboard.com or the
jamboard app to access and log in the code. In this part the teacher
will create a forum or activity in which the student can access and be
able to comment on the two question that she posted. the
jamboard.com or app can allow the students to view all the generated
response from the students in one slide. as the class or the students
answer of her students. The students needs to respond in the
following:

(a) What is a figure of speech that combines contradictory terms?

(b) Define Paradox.

(c) Give the four types of irony.

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 After answering, the teacher must ask the class if they have understand the
uses, definition, similarities and differences of the Paradox, Irony and
Oxymoron.

E. Discussing new B. Lesson Proper

concept and
practicing new 1. Discussion
skills #2 Based from the previous activity the class now will be divided
into 3 groups. groupings will be done automatically in the zoom
breakout session.

The teacher will send a link as a reference to activity entitled "share

what you have learned" and they may also look for other references
in the Internet, book or to other accredited resources.

The instruction compare and contrast Paradox to Oxymoron,

Oxymoron to Irony and Irony to Paradox using a venn diagram. (The
first group will be assign to work with Paradox, the second group to
the Oxymoron and the third group will work in Irony.)

The students will be given 10 minutes time to brainstorm and discuss

and after that they will be given 3-5 minutes to present and discuss
their output.

After the group presentation the teacher will sum up the lesson by presenting
a powerpoint presentation to the class.

F. Developing 2. Developing Mastery

mastery (leads to
formative Through the interactive game using the Quizizz.com the students will
assessment 3) participate in answering the activity with questions such as the following:

1. The phrase "jumbo shrimp is a...'

a.Paradox
b.Irony
c. Oxymoron
d. none of the above
2. "I can resist anything but temptation."- Oscar Wilde is an example of..
a.Oxymoron
b.Irony
c.Paradox

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 d.none of the above
3. Which is an Ironic example.
a.Looking at her son's messy room, Mom says; "Wow you can win an
award for cleanliness"
b.I am Like a Lion
c.The news sailed across the ocean
d.none of the above
4. Walking dead is an example of what?
a.Irony
b.Oxymoron
c.Paradox
d.none of the above
5. I am nobody is an example of?
a.Oxymoron
b.Paradox
c.Irony
d.none of the above

(note: If some students fail to get the correct answer on any of the question,
the teacher must do a recap or at least recast to correct the error)

If the expected outcome of the quiz is met then there is no required

remedial.

Incase the result of the quiz is lower than expected the teacher will give
further examples and refreshers of the lesson. Also includes a series of
assessment questions like.

1.) How can we define oxymoron?

2.) The sentence "Walking is Dreaming is an Example of what?

3.)His new girlfriend really is pretty ugly is an example of what?

4.) Create an example of irony statement.

5.) Two friends coming to a party in the same dress is a coincidence is an

example of what?

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 G. Finding Practical knowledge on how to use irony, paradox and oxymoron in a
practical situational, practical and contextual instances.
application of
concept and skills
in daily living

H. Making Generalization / Evaluation

Generalizations
ask the students the following question as far as their understanding of the
and abstraction
lesson is concern:
about the lesson
What is Paradox?

What is Oxymoron?

What is Irony?

How can we identify and differentiate them?

What is the importance of knowing the different types of Figures of

speech that shows contrast?

What tips are needed to be successful in using them?

I. Evaluation of ASSIGNMENT:
Learning
Final Output:

In this part students are task to choose one of the different types of
figures of speech that shows contrast and make a short poem that uses
either paradox, oxymoron or irony. This will be done and submitted
in PDF file in the Google Classroom task bin.

V.REMARKS

VI. To be considered criterion on how the teaching and learning occurred. the
REFLECTION success and failure.

A. The number of learners who earned 80% in the evaluation.

(The expected outcome may differ in situational basis or actuality of the

teaching and earing session.)

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 B. The number of learners who require additional activities for remediation
who scored below 80%

(The expected outcome may differ in situational basis or actuality of the

teaching and earing session.)

C. Did the remedial lesson work? Number of learners who have coped up
with the lesson.

(The expected outcome may differ in situational basis or actuality of the

teaching and earing session.)

D. Number of learners who continue to require remediation.

(The expected outcome may differ in situational basis or actuality of the

teaching and earing session.)

E. Which of my teaching strategies worked well? Why did these works?

(The expected outcome may differ in situational basis or actuality of the

teaching and earing session.)

F. What difficulties did i encounter which my principal / supervisor can help

me solve?

(The expected outcome may differ in situational basis or actuality of the

teaching and earing session.)

G. What innovation or Localized Material did i used / discover which i wish

to share with other teachers?

( In crafting this dlp i have searched various ways on how to integrate

ict with the lesson plan that i am making and thankfully i have
encountered this apps and approach to better implement this lesson and
to reach out and communicate with m target students. Interactive,
inductive, learning through discussion and activities. Online
Application: Mentimeter, Quizizz, Zoom, Google Meet )

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 Prepared by:

Danica Joi L. Gacias

BSED ENGLISH 3A

Noted by:

Maritess D. Carreon MIT

Associate Professor V

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