Longos National High School
Lesson Plan in English 7
Francis Joshua R. Chua
(The teacher is using the combination of Activity, Analysis, Abstraction, Assimilation (4 A’s)
and the Revised K+12 Teaching Approach.)
I. Objectives
Cognitive
• To recognize the difference among paradox, oxymoron and irony
(Remembering)
• To infer the use of paradox, oxymoron and irony in a statement
(Understanding)
• To use general and specific statement in one cohesive paragraph
(Applying)
• To produce a paragraph with examples of paradox, oxymoron
and irony (Applying)
• To figure out the format and characteristics of paradox, irony
and oxymoron (Analyzing)
• To evaluate the value of comparing using figures of speech
(Evaluating)
• To create a project that will show (Creating)
Affective
To appreciate the value of accurate comparison
To appreciate the value of using colorful language in comparison
Psychomotor
To use creative artistic skill in generating group performance and
writing output using paradox, oxymoron and irony
II. Curriculum Standards
FOURTH QUARTER PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of
literature and other texts types for a deeper appreciation of Philippine Culture and those of
other countries.
GRADE LEVEL STANDARD
The learner demonstrates communicative competence through his/ her understanding of
Philippine Literature and other texts types for a deeper appreciation of Philippine Culture.
CONTENT STANDARD
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of
connecting to the past; various reading styles; ways of determining word meaning; the
sounds of English and the prosodic features of speech; and correct subject-verb agreement.
PERFORMANCE STANDARD
The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
appropriate context-dependent expressions; producing English sounds correctly and using
the prosodic features of speech effectively in various situations; and observing correct
subject-verb agreement.
II. Subject Matter:
Subject Matter: Grammar Awareness
Topic: Paradox, oxymoron and Irony
Instructional Materials: Cartolina, Photocopies, Projector
References: Teaching Guide in English 7, Building English Grammar and Skills
https://www.edhelper.com/ General and Specific Statement
http://www.readwritethink.org/files/resources/ Paradox, Oxymoron and
Irony
https://www.liberty.edu/media/2030/english_resources/ Paradox,
Oxymoron and Irony
Learning Competencies in focus:
TOS: Identifying Paradox, Irony and Oxymoron
L.C. Creating Oxymoron, Paradox, Irony
.
III. Procedure
Daily Routine
Prayer
Greetings
Attendance
Monitoring of classroom cleanliness
Recall of previous lesson (General and Specific)
Initial Tasks
Pre Assessment (3 mins)
To test students’ prior knowledge of the topic for the day. Students’ are shown
sentences with different figures of speech. Their task is to identify whether the
statement shows paradox, irony and oxymoron.
Students’ answer will be checked and evaluated by the end of the lesson and be
compared to the post assessment test results to determine if learning had occurred.
Introduction
To introduce the importance of paradox, irony and oxymoron, the teacher uses real life
situations or even classroom situation in different subject areas to emphasis the value of
understanding how to identify paradox, irony and oxymoron.
Discovery Tasks
Activity
Act. 1 (Numeracy/Literacy Test) 5 mins
A mathematical problem will be given. Students will be given 60 seconds to answer it
then a student will be called to solve it on the board.
Act. 2 (Relating to other subjects) 3 mins
Students are tasked to give comparison about their subject areas.
Act. 3 (Match Them Up) 5 mins
Two columns will be posted on the board, column A contains paradox oxymoron and
irony. Column B contains the meaning of it.
Act. 4.(Give more details) 5 mins
Different kinds of Figures of Speech are shown, students try to distinguish each one of
them.
Analysis (5 mins.)
The teacher leads the class in analyzing the structure and characteristics of Irony,
Oxymoron and
Abstraction (5 mins)
The class sets a generalization about paradox, irony and oxymoron. Students’ take down
important notes
Assimilation
Act. 1 (Pick up the Paradox, Oxymoron and Irony) 5 mins
Students are asked to pick out all the Paradox, Oxymoron and Irony in the Sentence.
Act. 2 (Theme Writing Activity) 5 mins
Students individually write a paragraph complete with paradox, oxymoron and irony.
Synthesis (10 minutes)
Group Work: Students are divided into five groups. Their task is to create a
paragraph with at least three paradox, oxymoron and irony.
Checking and evaluation of students’ work through teacher-made rubric.
Post Assessment
The Pre-Assessment Test will be given again to serve as post-assessment. Then it
will be checked and evaluated. Students’ scores are then compared the scores obtained in
the pre-assessment activity to determine if re-teaching is still required.
Annotation: Paradox, Irony and Oxymoron is a very important lesson that students should
understand to develop their writing style and improve their reading comprehension. This
lesson requires a lot of drill and practice exercises to be fully understood. Two days are
needed to thoroughly teach this subject matter.
IV. Assignment
Make a creative project showing examples of paradox, irony and oxymoron.
V. Journal of the day
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