FIRST QUARTER LM

Day 1
Think and Tell
Look at the picture.

What do you see in the picture?

Can you imitate the sounds of it?
Find Out and Learn
Analyze the following sentences identify the sound device used .

I lie down by the side of my bride.

Hear the lark and harken to the barking of the dark fox gone to ground.
It's hot and it's monotonous.
The crumbling thunder of seas.
Try to light the fire.

The horses hooves clip-clopped on the cobblestones.

Those clucking chickens are driving me crazy!

If youre going to cough, please cover your mouth.

The prisoner was terrified to hear the crack of the whip.

We roasted marshmallows over the crackling fire.

Despite their mothers warnings, the children chose to chew with their mouths open.

The rich man was so cheap that it was chilling.

The crowd cheered when the champion hit the challenger with a chair.

We sat around the campfire and chomped on chunks of charred chicken.

Change the channel.

They would have been on time, if they didnt dilly-dally.

He dunked the delicious donut in dairy creamer.

There is nothing but death in the desert during the day.

I woke up at school in a slobbery pool; though I used to be dry, now Im drowning in

pool.

I dreamt of a drip-dropping drain in my dream.

Try and Learn

Answer the following ;

1. Which example /sentence imitates its sound ?
2. Which sentence start with the same sound are used close together in
a phrase or sentence?
3. From the examples given by the teacher which sentence takes place
when two or more words close to one another repeat the same vowel
sound but start with different consonant sounds?
Learn Some More

Group Activity
Analyzing the sound devices used in the sentences.
Group
1: List
down
the

The large dog said, Bow-wow!

Both bees and buzzers buzz.
The birds chirp filled the empty night air
Honesty is the best policy.
Let the cat out of the bag.
A stitch in time saves nine.
Alices aunt ate apples and acorns around August.
Beckys beagle barked and bayed, becoming bothersome for Billy.
Carrie's cat clawed her couch, creating chaos.

sentences sound devices ( onomatopoeia )

Group 2: List down the sentences sound devices ( alliteration )
Group 3: List down the sentences sound devices ( assonance )
Remember
Sound Devices

What is onomatopoeia?
- Onomatopoeia is when a words pronunciation imitates its sound.
Example:
I could hear the crowd murmur as the news spread.

What is alliteration ?
-

Alliteration happens when words that start with the same sound are
used close together in a phrase or sentence. The sound is usually a
consonant and the words dont have to always be right next to one
another.

One of the fun features of alliteration is when it becomes a tongue

twister.

Example:

She could feel her sons sweet smell of success.

What is assonance ?
-Assonance takes place when two or more words close to one another
repeat the same vowel sound but start with different consonant sounds.

Example:
The silken tent.

FIRST QUARTER
Week 5
Day 2

I.

Objectives
Use formal and informal English when appropriate to task and situation

II.

Subject Matter
Topic: Formal and informal English when appropriate to task and situation

Materials: chart, pictures ,activity sheet ,meta cards

Reference: EN5OL -Ie 3.9
Internet
Focused Skill: Speaking
Value:
III.

Procedure
A. Setting the Stage
Look at the picture . Try to analyse which of them are using the formal and informal
English based on the situation portrayed .

Say: What can you say about the picture?

Can you tell something about this?
Based on their actions. Which do you think shows the formal and informal
conversation ?
B. Explaining the students What to Do
Say: Today we discuss about using formal and informal English based on their task
and situation.
Say: How do you differentiate the formal and informal English ?

Formal English - we use it when writing essays for school, cover letters,
to apply for jobs or e mails and letters at work.
Example: represent , Finally

Informal English we use it with friends, children and relatives.

Example : stand for, In the end

C. Modeling

The teacher will give more sample of formal and informal English.

Refer to LM.
Say: What have you noticed about the samples of the formal and informal
English? Which of the two do you want to use ?

D. Guided Practice
The teacher will present new sample of formal & informal English.
Direction: Write F if the words state formal English and IF for informal English.
____1 . Go up
____2. Therefore
____3. Totally

____ 4. ASAP
____ 5. negative

E. Independent Practice
Group Activity
Complete the table below .
Group 1: Abbreviation
Formal English

Informal English

television
photo

Group 2: Letter of Expression

Formal English

Informal English
Hi Robert

Truly Yours,
Group 3: Slang
Formal English

Informal English

Children
Right answer

F. Closure
When do we use formal English ? informal English?
IV.

Evaluation

Directions: Arrange the words in the table below .

Example: bad

- negative

Completely
Smart
Rich
I look forward to having from you.
Hope to hear from you soon.

loaded
You can call me if you need anything.
intelligent
Please do not hesitate to contact me.
totally

Formal English
1.
2.
3.
4.
5.

Informal English
1.
2.
3.
4.
5.

Week 5
Day 2

Think and Tell

Look at the picture . Try to analyse which of them are using the formal and informal
English based on the situation portrayed .

What can you say about the picture?

Can you tell something about this?
Based on their actions. Which do you think shows the formal and informal
conversation ?

Find Out and Learn

Verbs
Formal
establish
examine

Informal
Set up
look at

Transition
Formal
moreover
However

Informal
also
but

Formal
much
definitely

Informal
A lot of
very

Formal
negative
positive

Informal
bad
good

Emphasis

Slang

What have you noticed about the samples of the formal and informal English?
Which of the two do you want to use ?

Learn Some More

Group Activity
Complete the table below .
Group 1: Abbreviation
Formal English

Informal English

television
photo

Group 2: Letter of Expression

Formal English

Informal English
Hi Robert

Truly Yours,
Group 3: Slang
Formal English

Informal English

Children
Right answer

Remember

Formal English - we use it when writing essays for school, cover letters, to
apply for jobs or e mails and letters at work.
Example: represent , Finally

Informal English we use it with friends, children and relatives.

Example : stand for, In the end

Week 5
Day 3
I.

Objectives
1. Infer the meaning of unfamiliar words based on given context clues
( synonyms, antonyms, word parts and other strategies )
2. Revise writing for clarity ( correct spelling )

II.

Subject Matter
Topic: Meaning of Unfamiliar Words Based on Given Context Clues
Materials: chart, pictures ,activity sheet ,context
Reference: EN5V- Ie-12 and 13
Internet
Developing Reading Power 5 p. 17-26
Focused Skill: Inferring
Value: Save the animals.

III.

Procedure
A. Setting the Stage
Study the following sentences. Find the meaning of the underlined word.
What word in the sentence hints at the meaning of the unfamiliar word ?

Attendance in the meeting is mandatory.

The parents thought it was voluntary.

The police officer was stalwart .

He was not weak nor fearful.

Say: Can you tell the meaning of the unfamiliar word ? What groups of words in the
sentence helps you figure out the meaning of the unfamiliar word ?

The sky was overcast and rain was expected in the afternoon.
Thosand of years ago, primitive people discovered fire and learned to cook
their food.

Say : What words in the sentence hint at the meaning of the unfamiliar word ? What
kind of context clue is used in the sentences ?
B. Explaining the students What to Do
Say : Inference clue is a kind of context clue. In an inference clue, some kind of
information is given in the sentence to help you figure out the meaning of the
unfamiliar word.
Say: The examples use antonyms as hints to the meaning of the unfamiliar word.
An antonym is a word that means the opposite of a given word. In this kind of
Context clue the antonym of the unfamiliar word is given within the sentence or in
the next to help the reader figure out the meaning of the unfamiliar word.
C. Modeling
Directions: Read the paragraph below. Infer the meaning of the underlined words.

The shark is a sea animals whose prodigious strength and size is unequalled.
A hungry shark attacks its prey viciously. Because of this, many people fear the animal . But
the shark does not deserve such bad reputation. In reality, sharks rarely attack human
beings. The animals does so only when provoked by hunters who invade its territory. Like
any other animal, the shark resents invasion of its home.
1.

The elephant is another mammal with prodigious strength Prodigious means

_________.
a. beautiful
b. great

2.

c. wicked
d. unfriendly

Normally, the sharks prey are other fishes. What does prey mean ?
a. Animals who eat other animals
b. Animals that are hunted as food
c. All animals that swim
d. Animals that live together

3. When a hungry shark attacks viciously, it moves _________.

a. gently

c. in slow motion

b. gracefully

d. with force

4. If you deserve something, you are _____ of it.

a. worthy

c. burdehed

b. ashamed

d. proud

5. What does reputation mean ?

a. the way a person or thing is named
b. ones family name
c. ones work calling

D. Guided Practice
Directions: Read each sentence. Circle the antonym clue. Underline the word
That is explained by the antonym clue.
1. Life in the barrio is not extraordinary. It is mundane.
2. The drinks served today is sparkling but yesterday was flat.
3. The Spaniards called the Filipinos indolent but actually we are industrious.
4. The sea today is turbulent, not calm.
5. The soiled bed sheet is not clean. It needs washing.
E. Independent Practice

Group Activity
Group 1
Directions: Determine if the sentence has a context clue for the underlined word.
Write C on the first blank if the sentence has a context clue: write NC if it does not
have on the blank, write the kind of context clue used.
Refer to LM.
Group 2
Directions : Study the sentences. Find the word or word group that help
you understand the meaning of the underlined word. Write the clues on your paper.
Refer to LM.
Group 3
Directions: Study the following sentences. Select the word or word group
that has the same meaning as the underlined word. Tell the information you used
To figure out the meaning of the unfamiliar word.
F. Closure
Inference clue is a kind of context clue. In an inference clue, some kind of information is
given in the sentence to help you figure out the meaning of the unfamiliar word.

IV. Evaluation
A. Directions: Select the word or word group that has the same meaning as the
underlined word. Tell the information you used to figure out the meaning of the
unfamiliar word.
1. The head nurse has many obligations in the hospital.
a. Uniform
c. patients
b. Duties
d. payments
2. The firemen looked through the debris of the burned building. They tried to
find out how the fire started.
a. Flames
c. remains
b. Twisted steel
d. broken doors
3. Alvin holds a grudge against me when I did not vote for him in the student
Election.
a. Feeling of forgiveness
c. feeling of happiness
b. Feeling of bitterness
d. feeling of encouragement
B. Directions: Read each sentence. Circle the antonym clue. Underline the word
that is explained by the antonym clue.
4. The parents were lukewarm in their response. They were not enthusiastic.
5. Mother changed the drab color into something lively.
Week 5
Day 3
Think and Tell
Study the following sentences. Find the meaning of the underlined word.
What word in the sentence hints at the meaning of the unfamiliar word ?

Attendance in the meeting is mandatory.

The parents thought it was voluntary.

The police officer was stalwart .
He was not weak nor fearful.

Can you tell the meaning of the unfamiliar word ? What groups of words in the
sentence helps you figure out the meaning of the unfamiliar word ?

The sky was overcast and rain was expected in the afternoon.
Thousand of years ago, primitive people discovered fire and learned to cook
their food.

What words in the sentence hint at the meaning of the unfamiliar word ? What kind
of context clue is used in the sentences ?
Find Out and Learn
Directions: Read the paragraph below. Infer the meaning of the underlined words.

The shark is a sea animals whose prodigious strength and size is unequalled.
A hungry shark attacks its prey viciously. Because of this, many people fear the
animal . But the shark does not deserve such bad reputation. In reality, sharks
rarely attack human beings. The animals does so only when provoked by hunters
who invade its territory. Like any other animal, the shark resents invasion of its
home.
1.

The elephant is another mammal with prodigious strength Prodigious means

________
a. beautiful
b. great

2.

c. wicked
d. unfriendly

Normally, the sharks prey are other fishes. What does prey mean ?
a. Animals who eat other animals
b. Animals that are hunted as food
c. All animals that swim
d. Animals that live together

3. When a hungry shark attacks viciously, it moves _________.

a. gently

c. in slow motion

b. gracefully

d. with force

4. If you deserve something, you are _____ of it.

a. worthy

c. burdehed

b. ashamed

d. proud

5. What does reputation mean ?

a. the way a person or thing is named
b. ones family name
c. ones work calling
Try and Learn
Directions: Read each sentence. Circle the antonym clue. Underline the word
That is explained by the antonym clue.
1. Life in the barrio is not extraordinary. It is mundane.
2. The drinks served today is sparkling but yesterday was flat.
3. The Spaniards called the Filipinos indolent but actually we are industrious.
4. The sea today is turbulent, not calm.
5. The soiled bed sheet is not clean. It needs washing.
Do and Learn
Group Activity
Group 1
Directions: Determine if the sentence has a context clue for the underlined word.
Write C on the first blank if the sentence has a context clue: write NC if it does not
have on the blank, write the kind of context clue used.
1. Mother looked longingly at the fragile flower vases.
_____________
___________________________
2. Father was in a predicament when he did not follow the odd-even
scheme traffic rule. He was in a difficult situation.
_____________
____________________________
3. The coat smelled musty after it has been stored in the closest for so
many months.
_____________
____________________________
4. The gullies on the hillside showed the rains had washed much of the
good topsoil.
_____________
____________________________
5. We put up a fence on the boundary of our property.
_____________
____________________________

Group 2
Directions : Study the sentences. Find the word or word group that help
you understand the meaning of the underlined word. Write the clues on your paper.
1. The dog yanked or pulled at the meat until it came off the bone.
2. The sunken ship contains bag of pistoles . The bags of old gold coins are
worth a lot of money.
3. The list of alternatives, that is choices, for the class trip includes a trip to the
Enchanted Kingdom.
4. The fanciful or unrealistic costumes in the play are attractive.
5. Hepatitis is a very malevolent (harmful)disease.
Group 3
Directions: Study the following sentences. Select the word or word group
that has the same meaning as the underlined word. Tell the information you used
to figure out the meaning of the unfamiliar word.
1. The damage done by the fire was dreadful ; we lost everything we have.
a. amusing
c. terrible

b. unimportant
2.

d. could not be explained

Fatima was modest about her grades, even though it was the highest in the whole
grade level.
a. not happy
c. not proud
b. not boastful
d. not sincere
3. In the LRT, I was wedged between the crowd and the door.

a. offered a place
c. squeezed
b. pushed against
d. pinned down
4. I was outraged when I saw that big boy pushing the lame boy.
a. interested
c. shocked
b. pleased
d. angered
5. The politicians plan has many drawbacks. The people rejected it.
a. advantages
c. parts
b. problems
d. supporters
Learn Some More
Directions: Study the paragraph below. At the end of the paragraph, write the
underlined word. Write the meaning of the underlined word. Write the kind of context clue used
to figure out the meaning of the unfamiliar word.

Malabon Zoo has an aviary or a place for keeping birds. Several tropical birds are keep
here like the toucan, myna, and cockatoo. These variegated birds look like colorful butterflies.
Although many visitors come to the zoo, the owner is apprehensive. Defraying or bearing the
cost of the aviary is heavy. The owner came up with a novel idea to help with the expenses. He
sells to the visitors souvenirs or items to remember the zoo.
Unfamiliar Words
1.
2.
3.
4.
5.

Meaning
______________
______________
______________
______________
______________

Kind of context clue used

_______________________
_______________________
_______________________
______________________
_______________________

Remember
Inference clue is a kind of context clue. In an inference clue, some kind of
information is given in the sentence to help you figure out the meaning of the
unfamiliar word.
An antonym is a word that means the opposite of a given word. In this
kind of Context clue the antonym of the unfamiliar word is given within the sentence
or in the next to help the reader figure out the meaning of the unfamiliar word.

Week 5
Day 4
I.

Objectives
Compose clear and coherent sentences using appropriate grammatical
structures;
- Conjunctions

II.

Subject Matter
Topic: Conjunctions
Materials: chart, pictures ,activity sheet
Reference: EN5G- Ie- 8.3 /8.4
English for All Times 5 Language p. 36-41
Focused Skill: Speaking and Writing
Value: Honesty

III.

Procedure
A. Setting the Stage
Directions : Listen carefully as your teacher reads letter of excuse from her
student.
Say:
-

Who were absent from their classes?

Why was Joyce absent and was able to go to school?
Did Joyce explain clearly their reasons to be excuse?Why?

B. Explaining the students What to Do

Say : Have you been absent from your class before? When was that? Why were
you absent? Tell the class when you were absent and why. Use these patterns:
I was absent last __________________.
I was absent because _______________.
(or : I missed my classes last _______________.
I missed my classes because ___________.
You have learned that related ideas or thoughts can be joined by the
conjunctions and, or, and but . Compound sentences are then built.
Other conjunctions can also be used. This is to show a clear and precise
relationship between ideas or thoughts. These are as follows :
because
so that

when
where

if
although

unless
since

so

When these conjunctions are used, another kind of sentence is built. This
sentence is called a complex sentence.
C. Modeling
Directions: Look at how the ideas below can be combined into complex sentences. Can
you explain the meaning of each combination ?

You rest and sleep. You have a bad cold.

1.
2.
3.
4.
5.

You rest and sleep because you have a bad cold.

You rest and sleep if you have a bad cold.
When you have a bad cold, you rest and sleep.
You rest and sleep although you have a bad cold.
Since you have a bad cold, you rest and sleep.

Which sentences tell why you have to rest and sleep?

Which tells a condition for you to rest and sleep ?

When combining two ideas into one sentence, think how they are related
To each other. Then, choose a conjunction that will clearly show that relationship.

D. Guided Practice
Directions: Can you combine the ideas in this paragraph clearly ? Use the
appropriate conjunctions and form complex sentences.

We wanted to go camping. We love the outdoors. We packed our supplies. We boarded

the bus. We sang. We would not feel bored and sleepy.
Did you come up with these complex sentence ?
1. We wanted to go camping because we love the outdoors.
2. After we packed our things, we boarded the bus.
3. We sang so that we would not feel bored and sleepy.

E. Independent Practice
Group Activity
Group 1
Directions: Go around the classroom. Ask classmates to answer the questions or
to complete the statements below. Record every answer.
Refer to LM.
Group 2
Directions : Choose the most appropriate conjunction to connect the ideas
in each sentence.
Refer to LM.
Group 3
Directions: Complete each into a complex sentence. Add another idea
appropriate to the given conjunction.
Refer to LM.
F. Closure
Use conjunctions like, because, so that, when, where, if, although, among others, to
express clear relationships.
A complex sentence is made up of two or more ideas combined using the said
conjunctions.

IV. Evaluation
Directions: Combine the given ideas into a complex sentence. Use appropriate
conjunctions like because, if, although, unless, so that, before, after, when,
were among others.
Example : I like gardening. I love green plants.
Answer: I like gardening because I love green plants.
1.
2.
3.
4.
5.

I like farming. It is a mans work.

I started gardening. I was seven.
I used pots made of small cans. I was still young for a garden pot.
I used animal manure as fertilizer. My plants grew healthy and robust.
I save some of my earnings in the bank. I can buy my favorite reading books.

Week 5
Day 4
Think and Tell
Directions : Listen carefully as your teacher reads letter of excuse from her
student.
Say:
-

Who were absent from their classes?

Why was Joyce absent and was able to go to school?
Did Joyce explain clearly their reasons to be excuse?Why?

Find Out and Learn

Directions: Look at how the ideas below can be combined into complex sentences. Can
you explain the meaning of each combination ?

You rest and sleep. You have a bad cold.

1.
2.
3.
4.
5.

You rest and sleep because you have a bad cold.

You rest and sleep if you have a bad cold.
When you have a bad cold, you rest and sleep.
You rest and sleep although you have a bad cold.
Since you have a bad cold, you rest and sleep.

Which sentences tell why you have to rest and sleep?

Which tells a condition for you to rest and sleep ?

When combining two ideas into one sentence, think how they are related
To each other. Then, choose a conjunction that will clearly show that relationship.

Try and Learn

Directions: Can you combine the ideas in this paragraph clearly ? Use the
appropriate conjunctions and form complex sentences.

We wanted to go camping. We love the outdoors. We packed our supplies. We boarded

the bus. We sang. We would not feel bored and sleepy.

Do and Learn
Group Activity
Group 1
Directions: Go around the classroom. Ask classmates to answer the questions or
to complete the statements below. Record every answer.
1. I climb a mountain if..
2. I paint when .
3. We study hard so ..
4. We can learn anything fast if ..
I play the guitar although
Group 2
Directions: Complete each into a complex sentence. Add another
idea appropriate to the given conjunction.

1.
2.
3.
4.
5.

It was a warm and bright day when ________.

Dondon and Edgar dressed up well because _______.
They had formed a singing group since ____________.
The boys had practiced for long hours so that __________.
They would not join the singing contest unless __________.

Group 3
Directions : Choose the most appropriate conjunction to connect the ideas
in each sentence.
1.
2.
3.
4.
5.

Dona brings a waterjug ( when, where ) he goes hiking.

I like hiking, too, ( since, although ) it can be tiring.
( When, Before ) I get very tired, I usually take a rest.
I began hiking 9 since, if ) I was seven.
You should not climb the mountain( so that, unless ) someone is with you.

Learn Some More

Directions: Complete each into a complex sentence. Add another idea appropriate to
the given conjunction.
1.
2.
3.
4.
5.

They strongly believe in winning because ___________.

The audience was very quiet when ________________.
At last the time came when __________.
After _________, the boys continued to practice singing.
If _________, you should develop by using it well.

Remember
Use conjunctions like, because, so that, when, where, if, although, among others, to
express clear relationships.
A complex sentence is made up of two or more ideas combined using the said
conjunctions.

Week 5
Day 5
I.

II.

Objectives
1. Analyze a 2- stanza poem in terms of its elements ( rhymes, sound
devices, imaginary and figurative language )
2. Distinguish among various types of viewing materials.
Subject Matter
Topic: Analyzing a 2- stanza poem in terms of its elements
Materials: chart, poems ,activity sheet
Reference: EN5RC I e 6 / EN5VC I e 6
Developing Reader Power 5 p. 35-37
Focused Skill: Analyzing
Value: Appreciate all the creatures of God.

III.

Procedure
A. Setting the Stage
Presenting some lines from several poems.
Slides Presentation
B.

Explaining the students What to Do

Say : Here are some lines from several poems. Can you tell the meaning of the
underlined words ? What do the underlined words describe ?

Figurative Language describes things in new ways. This kind of Language goes beyond
what words actually mean. Poets often use figurative language meanings.
C. Modeling
Directions: Read the poem.

THE NIGHT WILL NEVER STAY

By : Eleonor Farjeon
The night will never stay,
The night will still go by,
Though with a million stars
You pin it to the sky
Though you bind it with the blowing wind,
And buckle it with the moon.
The night will slip away.
Like a sorrow or a tune

What do you call the underlined word?

How did the poet describe the moon?
Can moon really do what the poets suggest?

D. Guided Practice
MEXICAN PALM
By: Emilie F. johnson
My tree is like a duster reaching high.
Stretching forth to sweep the cloudy sky.
How the author describes the tree?

E. Independent Practice
Group Activity
Directions : Study the following lines from some poems. Identify the figurative
language used. Tell the meaning of the figurative words in everyday language.
Group 1:

Group 3:

Where carts are blue

And barns are red,
And the road
unwinds
Slowly,silently
now the moon
Like a twist Walks
of thread.
the night in her silver shoon
This way and that , she peers and sees
Group
Silver fruits upon silver trees.

2:

They seem like animal eyes in the dark

That are stealthily searching for prey;
And the road is afraid for it wriggles its tail
And hurriedly slithers away.

F. Closure
Figurative Language describes things in new ways. This kind of Language goes beyond
what words actually mean. Poets often use figurative language meanings.

IV. Evaluation
Directions: Study the lines from poem. Identify the figurative language used. Tell the
meaning of the figurative words in everyday language.
Butterfly, butterfly,light a summer air
Dartting up,floating down,drifting everywhere
Are the fairies using you.
As an airplane for a fairy crew ?
Week 5
Day 5
Think and Tell
Directions: Study the following lines from some points. Identify the figurative
language used. Tell the meaning of the figurative words in everyday language.
1. Where carts are blue
And barns are red,
And the road unwinds
Like a twist of thread.
2. The moon like a flower
In heavens high bower,
With silent delight
Sits and smiles in the night.
3. My turtle is a tidy boy!
When he is tired of play,
He folds himself up carefully
And puts himself away.
Find Out and Learn

THE NIGHT WILL NEVER STAY

By : Eleonor Farjeon
The night will never stay,
The night will still go by,
Though with a million stars
You pin it to the sky
Though you bind it with the blowing wind,
And buckle it with the moon.
The night will slip away.
Like a sorrow or a tune
.

What do you call the underlined word?

How did the poet describe the moon?
Can moon really do what the poets suggest?

Try and Learn

MEXICAN PALM
By: Emilie F. johnson
My tree is like a duster reaching high.
Stretching forth to sweep the cloudy sky
How the author describes the tree?

Do and Learn
Group Activity
Directions : Study the following lines from some poems. Identify the figurative
language used. Tell the meaning of the figurative words in everyday language.
Group 1:

Group 3:

Where carts are blue

And barns are red,
And the road
unwinds
Slowly,silently
now the moon
Like a twist Walks
of thread.
the night in her silver shoon
This way and that , she peers and sees
Group
Silver fruits upon silver trees.

2:

They seem like animal eyes in the dark

That are stealthily searching for prey;
And the road is afraid for it wriggles its tail
And hurriedly slithers away.

Remember
Figurative Language describes things in new ways. This kind of Language goes beyond
what words actually mean. Poets often use figurative language meanings.