Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 1st Term
Week: 8
Age: 15 years
Duration: 45 minutes
Subject: Literature-in-English
Curriculum Theme: Literature-in-English
Previous Lesson: Literature Term: Figures of Speech.
Topic: Literary Terms II (Advanced Figures of Speech)
Subject Matter: Paradox, irony, euphemism, hyperbole, synecdoche, metonymy, litotes, malapropism, pun, examples of figures of speech

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Define paradox, irony, euphemism, hyperbole, synecdoche, metonymy, litotes, malapropism, and pun.
Differentiate between paradox and irony.
Identify advanced figures of speech in given sentences.
State the purpose of using euphemism, hyperbole, and litotes in communication.

Affective Domain:

Show interest in learning new literary terms and using them correctly.
Appreciate polite and sensitive language use through euphemism.
Demonstrate confidence in giving examples during class activities.

Psychomotor Domain:

Write correct examples of advanced figures of speech in simple sentences.
Compile a neat class list of figures of speech on a cardboard sheet.

Work cooperatively to build a class list of figures of speech.
Participate in group identification of figures of speech and accept corrections politely.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
Literature-in-English textbook for SSS 1 (Figures of Speech and Literary Terms)
Selected literature texts (prose and poetry excerpts)
Encyclopaedia Britannica: Irony
Encyclopaedia Britannica: Pun
Poetry Foundation: Glossary of Poetry Terms

Instructional Materials

The teacher will teach this lesson with the aid of:

Cardboard sheets
Marker pens
Literature texts and short extracts
Prepared list/chart of advanced figures of speech
Sentence strips/cards

Rationale for the Lesson

Advanced figures of speech appear often in literature texts and examination passages. Understanding them helps pupils interpret hidden meanings and use correct examples in essays and objective questions.

Prerequisite/Previous Knowledge

Pupils can define basic figures of speech such as simile, metaphor, personification, and onomatopoeia and can identify them in simple sentences.

Lesson Content/Board Summary

Literary Terms II (Advanced Figures of Speech)

Paradox

A paradox is a statement that seems contradictory but contains a deeper truth.

The following are examples of paradox:

The more you learn, the less you know.
Less is more.
The only constant is change.

Irony

Irony is a contrast between what is expected and what actually happens, or between what is said and what is meant.

The following are types of irony:

Verbal irony – saying the opposite of what one means.
Situational irony – the outcome is the opposite of what is expected.
Dramatic irony – the audience knows something a character does not know.

Difference Between Paradox and Irony

The following are differences between paradox and irony:

Paradox is a seemingly self-contradictory statement that holds truth, while irony is a contrast between expectation and reality or between words and meaning.
Paradox is mainly a statement, while irony can be a statement, situation, or dramatic effect.

Euphemism

Euphemism is the use of mild or polite words to replace harsh or unpleasant expressions.

The following are examples of euphemism:

He passed away. (died)
She is not too strong today. (sick)
He was laid off. (lost his job)

Hyperbole

Hyperbole is a deliberate exaggeration used for emphasis or humour.

The following are examples of hyperbole:

I have told you a thousand times.
The bag weighs a ton.
She cried a river.

Synecdoche

Synecdoche is a figure of speech in which a part is used to represent the whole, or the whole is used to represent a part.

The following are examples of synecdoche:

All hands on deck. (hands = sailors/workers)
We need more hands in the farm. (hands = workers)
Nigeria won the match. (Nigeria = the Nigerian team)

Metonymy

Metonymy is a figure of speech in which something is referred to by the name of something closely related to it.

The following are examples of metonymy:

The crown announced new laws. (crown = the king/queen or government)
The White House issued a statement. (White House = the US government)
He reads Shakespeare. (Shakespeare = Shakespeare’s works)

Litotes

Litotes is an understatement that uses a negative expression to show a positive meaning.

The following are examples of litotes:

He is not a bad singer. (meaning: he is a good singer)
That is no small achievement. (meaning: a great achievement)
She is not unhappy. (meaning: she is fairly happy)

Malapropism

Malapropism is the wrong use of a word that sounds similar to the intended word, often causing humour.

The following are examples of malapropism:

Please accept my “condolences” (meaning: congratulations).
He is the “pineapple” of politeness. (meaning: pinnacle).
We need “illustration” in this matter. (meaning: investigation).

Pun

A pun is a play on words that uses the same word with different meanings or words that sound alike for humour or effect.

The following are examples of pun:

I used to be a banker but I lost interest.
He was struck by the idea.
The fisherman was hooked on his job.

Examples for Identification Practice

The following are sentences for identifying figures of speech:

He is not unfamiliar with the rules. (Litotes)
What a pleasant weather! (said during heavy rain) (Verbal irony)
All hands are needed for the project. (Synecdoche)
The crown has decided. (Metonymy)
I waited forever. (Hyperbole)
He is a fine friend indeed. (said after betrayal) (Irony)
She passed away last night. (Euphemism)
Less is more. (Paradox)
I have a good “conversation” for you (meaning: consolation). (Malapropism)
I wondered why the ball was getting bigger, then it hit me. (Pun)

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher revises basic figures of speech briefly and presents two short sentences that contain irony and hyperbole, then introduces the topic.
Pupils’ Activity: Pupils respond to the revision questions and attempt to identify what is unusual in the sentences presented.
Learning Point: Figures of speech can be basic or advanced, and they carry special meanings.

Step 2: Explanation of Key Terms

Time: 10 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains paradox, irony, euphemism, and hyperbole with clear examples on the board.
Pupils’ Activity: Pupils copy definitions and provide one additional example for any two terms.
Learning Point: Paradox, irony, euphemism, and hyperbole are used to create special meaning and effect.

Step 3: Synecdoche and Metonymy

Time: 7 minutes
Teaching Skill: Demonstration
Teacher’s Activity: The teacher explains synecdoche and metonymy and guides pupils to note the difference using examples.
Pupils’ Activity: Pupils identify what is substituted in each example and classify each as synecdoche or metonymy.
Learning Point: Synecdoche uses part-whole substitution while metonymy uses related substitution.

Step 4: Litotes and Malapropism

Time: 7 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher explains litotes and malapropism and guides pupils to interpret meanings correctly.
Pupils’ Activity: Pupils explain the hidden positive meaning in litotes and correct the wrong word in malapropism examples.
Learning Point: Litotes uses understatement while malapropism creates humour through wrong word choice.

Step 5: Pun and Class List Compilation

Time: 6 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher explains pun and guides pupils to compile a neat class list of advanced figures of speech on cardboard, with one example each.
Pupils’ Activity: Pupils provide examples and help write the class list neatly on the cardboard sheet.
Learning Point: Pupils can list advanced figures of speech and provide examples.

Step 6: Identification Practice

Time: 5 minutes
Teaching Skill: Question and Answer
Teacher’s Activity: The teacher displays sentences and asks pupils to identify the figure of speech used and justify with a reason.
Pupils’ Activity: Pupils identify the terms and give brief reasons based on meaning and word use.
Learning Point: Advanced figures of speech can be identified correctly in sentences.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Define irony and mention two types of irony.
State the meaning of euphemism and give one example.
List four advanced figures of speech taught in this lesson.
Identify the figure of speech in each: “All hands on deck”, “He is not a bad student”, “The crown decided”.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 0 minutes
Teaching Skill: Closure
Teacher’s Activity: The teacher summarizes the key terms and assigns pupils to write five sentences containing any five advanced figures of speech taught, underlining the words that show each device.
Pupils’ Activity: Pupils note the assignment and submit classwork where required.
Learning Point: Advanced figures of speech are defined, identified, and used correctly.

Lesson Keywords

Paradox – a statement that seems contradictory but contains truth.
Irony – contrast between expectation and reality or between words and meaning.
Euphemism – mild words used to replace harsh expressions.
Hyperbole – deliberate exaggeration for emphasis.
Synecdoche – using a part to represent the whole (or the whole for a part).
Metonymy – naming something by something closely related to it.
Litotes – understatement using a negative to express a positive.
Malapropism – wrong word choice that sounds similar, causing humour.
Pun – play on words using double meanings or similar sounds.

Differentiation

Fast learners write a short paragraph using at least four advanced figures of speech and label them; average learners write one correct example each for five terms; learners who need support match terms to meanings using the class cardboard list and identify devices in guided sentences.

Note for teachers using this lesson plan

Keep examples simple and familiar to pupils so meanings are clear. Emphasize correct identification and justification, and ensure the class cardboard list is neat and kept for revision and examination practice.