Objectives (5 - 10 minutes)

1. Understanding and Identifying Figures of Speech: Students will gain a thorough understanding of figures of speech, specifically hyperbole and paradox. They will learn to identify these figures of speech in various types of texts.

2. Interpretation of Figures of Speech: Students will develop the skill to interpret the meaning of hyperbole and paradox in different contexts. They will learn to deduce the intended message or theme conveyed through these figures of speech.

3. Analyzing the Role of Figures of Speech: Students will learn to analyze the role and impact of figures of speech in enhancing the meaning, emotion, and imagery of the text. They will understand how hyperbole and paradox contribute to the overall narrative or argument of a text.

Secondary Objective:

• Enhancing Critical Thinking: As a secondary objective, through the identification, interpretation, and analysis of figures of speech, students will further develop critical thinking skills, which are vital for understanding complex literary techniques.

This stage aims to provide students a clear understanding of what they will be learning and the skills they will be acquiring by the end of the lesson. The teacher will explain each objective and ensure all students understand what is expected of them. This stage sets the foundation for the rest of the activities to be conducted in the lesson.

Introduction (10 - 15 minutes)

1. Recap of Previous Knowledge: The teacher begins by revisiting the basic concepts of figures of speech, which the students learned in their previous years. The teacher will use a simple Q&A format to refresh the students' memory on the fundamental definitions and examples of figures of speech. This review will help prepare the students for the advanced concepts they will learn in today's lesson.

2. Problem Situations:

   • The teacher presents the students with a paradoxical statement, such as "This is the beginning of the end." The teacher asks the students to think about what the statement could mean and how it contradicts itself.
   • Next, the teacher shares a hyperbolic statement like, "I'm so hungry I could eat a horse." The students are encouraged to discuss the exaggeration in the statement and what it conveys about the speaker's level of hunger.

3. Real-world Applications:

   • The teacher explains that figures of speech are not just confined to literature but can be found in everyday conversation, song lyrics, movie dialogues, and even in political speeches. The teacher gives a few real-life examples where figures of speech are used effectively.
   • The teacher also highlights that understanding figures of speech can enrich their comprehension of English language materials and improve their own writing and communication skills.

4. Attention Grabber:

   • The teacher shares an intriguing fact that the Guinness World Record for the longest metaphor is a poem named 'The Rime of the Ancient Mariner' by Samuel Taylor Coleridge, which is full of figures of speech.
   • The teacher then tells a brief, humorous story that involves a hyperbole or paradox, which not only lightens the mood but also reinforces the concept they will be learning.

The introduction stage aims to prepare the students for the lesson, stimulate their interest in the topic, and connect the lesson content to real-world applications. The teacher ensures to keep the introduction engaging and interactive to hold the students' attention.

Development (25 - 30 minutes)

Pre-Class Activities

1. Reading and Analyzing Texts (1 -2 days before the class): The teacher will curate a set of texts (poems, short stories, or excerpts from novels) that use hyperboles and paradoxes and share them with the students in their virtual classroom. The students need to read these texts in their own time and identify as many figures of speech as they can, focusing mainly on hyperboles and paradoxes. The purpose of this task is to familiarize students with how figures of speech are used in literature, providing a practical foundation for the in-class activities.

2. Learning Through Video (1 day before the class): The teacher assigns a video tutorial on hyperbole and paradox in literature. This helps students gain visual and auditory understanding of the subject matter. In addition, they should write down any questions they have or points they don't understand, to be addressed in class.

In-Class Activities

1. Activity 1 - Story Chain Paradox (8 - 10 minutes):

   • The teacher explains that each group will be creating a story chain using as many paradoxical statements as possible.
   • The teacher provides an example of a paradox in a story context to illustrate, then divides the students into groups of five.
   • The first student in each group begins a story with a sentence that contains a paradox.
   • The next student continues the story, using another sentence that contains a paradox, and the story continues in this chain format.
   • The teacher monitors the groups, providing guidance and correcting any misconceptions.

2. Activity 2 - Hyperbole Hunt (8 - 10 minutes):

   • The teacher tells the students that they'll now be moving onto an activity called "Hyperbole Hunt."
   • In their groups, students will be given a piece of text (it could be a poem, a song lyric or a small excerpt from a book).
   • Their task is to find and list down all the hyperboles they can find in the given text.
   • They also need to write down their interpretation of what each hyperbole means in the context of the text. For example, if the text is a poem, they need to explain how each hyperbole impacts the overall theme or emotion of the poem.
   • The teacher will monitor the groups, provide guidance and answer any queries students may have.

3. Activity 3 - Figure it Out! (8 - 10 minutes):

   • For the third activity, the teacher prepares a quick-fire round of identifying figures of speech.
   • The teacher projects various sentences on a screen, and the groups have to quickly write down whether each sentence is a hyperbole, paradox, or neither.
   • This not only builds a competitive spirit but also assesses the students' ability to differentiate between different figures of speech precisely and swiftly.
   • The teacher moderates this activity and ensures that all students get an equal chance to participate.

The teacher ends the development stage by summarizing the various activities and discussions that have taken place. They lead a general discussion to reinforce key concepts, answer any questions, and help build students' confidence in the topic.

The purpose of this development stage is to build upon the students' pre-learnt understanding, fostering a practical understanding of the subject by collaborating, discussing, and brainstorming together in groups. The teacher offers support and guidance during these activities and ensures they are appropriately challenging and engaging to stimulate student's interest and learning.

Feedback (5 - 10 minutes)

1. Group Sharing (3 minutes per group): The teacher invites each group to share their conclusions from the activities conducted. They will outline the paradoxes and hyperboles they identified and interpreted in their assigned text. The teacher encourages other students to share their thoughts and interpretations, fostering a diverse and comprehensive discussion. This will help students understand different perspectives and interpretations of the same text.

2. Connecting Theory and Practice (2 - 3 minutes): The teacher then bridges the gap between the practical activities and the theoretical understanding of figures of speech. They will highlight how the exercises helped students identify and interpret hyperbole and paradox in various texts, reinforcing the theory taught in the video tutorial and texts provided before the class.

3. Moment of Reflection (3 - 4 minutes): The teacher asks the students to take a moment to reflect on what they have learned in the lesson. They will be asked to consider questions such as:

   1. What was the most important concept learned today?
   2. What questions remain unanswered?

   The teacher may choose to facilitate this reflection by giving students a few minutes to write down their answers, or by encouraging a brief, open discussion. The teacher will address any unanswered questions, or make a note of them to be addressed in the following class.

4. Feedback and Assessment (2 - 3 minutes): The teacher provides overall feedback on the class's performance, praising areas of strength and highlighting areas for improvement. They will also informally assess the students' understanding of the topic based on their participation in the activities and their responses in the group discussion and reflection.

The feedback stage is crucial for cementing the learning that has taken place, and for identifying any areas of confusion or misunderstanding that need to be addressed in future lessons. The teacher ensures that every student has understood the key concepts and is able to apply them confidently.

Conclusion (5 - 10 minutes)

1. Summarizing the Lesson (2 - 3 minutes): The teacher concludes the lesson by summarizing the main points learned during the class. They recap that figures of speech, specifically hyperbole and paradox, are tools used by writers to enhance the meaning and effect of their work. The teacher also reminds students of the definitions and examples of hyperbole and paradox that were discussed. They highlight that students have learned to identify these figures of speech in various texts and interpret their meaning and role within the context of the text.

2. Connecting Theory, Practice, and Applications (2 - 3 minutes): The teacher explains how the lesson connected theory and practice. They highlight how the pre-class activities of reading and analyzing texts and watching the video tutorial provided the theoretical understanding, while the in-class activities allowed students to apply this theory in a practical context. The teacher also reminds students of the real-world applications of understanding figures of speech that were discussed in the introduction, such as improving comprehension of English language materials and enhancing their own writing and communication skills.

3. Suggesting Further Materials (1 - 2 minutes): The teacher suggests additional resources for students to further explore figures of speech. These could include websites with more examples and explanations, books that use figures of speech effectively, and interactive online games or quizzes to practice identifying and interpreting figures of speech. The teacher encourages students to explore these resources in their own time to enhance their understanding and practice their new skills.

4. Relevance to Everyday Life (1 - 2 minutes): Finally, the teacher explains the importance of understanding figures of speech in everyday life. They emphasize that figures of speech are not only used in literature but also in everyday conversation, song lyrics, movie dialogues, and even in political speeches. Therefore, being able to understand and interpret these figures of speech can enhance students' understanding and appreciation of the English language. Additionally, the teacher reminds students that being able to use figures of speech effectively can also enrich their own writing and communication skills.

The conclusion stage is crucial for reinforcing the learning that has taken place during the lesson, connecting the theoretical and practical aspects, and highlighting the relevance and application of the topic in everyday life. The teacher ensures that students leave the class with a solid understanding of the subject and the resources to continue their learning journey.