Lesson Plan in 21st Century in the Philippines and the World

Date:

I. Objective

EN12Lit-IIe-27: Identify the figures of speech (Imagery) and other literary techniques and
devices in the text.

II. Subject Matter

Topic: Imagery
Reference/s:
https://www.poetryfoundation.org/poems/43687/the-tyger
https://www.literaryterms.net
Materials: copy of the poem (The Tyger), letter cut-outs, pictures, Powerpoint presentation
Value: Feeling sympathetic to others.
III. Procedure
A. Pre-activity
1. Motivation
The teacher will present a picture of a tiger to the class. The students will be
requested to give words that may describe the tiger for them.
The teacher will then ask the students;
“How can you say that the tiger is ______?” (the teacher will get from the students’
answers)
2. Vocabulary Unlocking (5 mins.)
“Open Vocabulary!”
Students will be divided into 5 groups and will be given envelopes containing
scrambled words and their meanings. Students will try to unscramble the words and
match to their corresponding meanings. The students will then present their
answers to the class.
B. Activity Proper
1. Activity
The students will then read the poem “The Tyger” aloud.
Tyger Tyger, burning bright, When the stars threw down their spears
In the forests of the night; And water'd heaven with their tears:
What immortal hand or eye, Did he smile his work to see?
Could frame thy fearful symmetry? Did he who made the Lamb make thee?

In what distant deeps or skies. Tyger Tyger burning bright,

Burnt the fire of thine eyes? In the forests of the night:
On what wings dare he aspire? What immortal hand or eye,
What the hand, dare seize the fire? Dare frame thy fearful symmetry?

And what shoulder, & what art,

Could twist the sinews of thy heart?
And when thy heart began to beat,
What dread hand? & what dread feet?
What the hammer? what the chain,
In what furnace was thy brain?
What the anvil? what dread grasp,
Dare its deadly terrors clasp!
2. Analysis
The teacher will then discuss the following with the help of students’ participation.
a. What is imagery?

Imagery is language used by poets, novelists and other writers to create images in
the mind of the reader. Imagery includes figurative and metaphorical language to
improve the reader’s experience through their senses.

b. What are the 5 senses?

SENSES Sense of sight Sense of Sense of Sense of Sense of

smell taste hearing touch
EYES NOSE TONGUE EARS SKIN/HANDS
EXAMPLES “The night “She “The candy “Silence “After the
was black as smelled melted in was long run, he
ever, but the scent her mouth broken by collapsed in
bright stars lit of sweet and swirls the peal of the grass
up the sky in hibiscus of piano keys with tired
beautiful and wafting bittersweet as and burning
varied through chocolate Shannon muscles. The
constellations the air, and slightly began grass tickled
which were its sweet but practicing his skin and
sprinkled tropical salty her sweat
across the smell a caramel concerto.” cooled on
astronomical reminder blended his brow.”
landscape.” that she together
was on on her
vacation tongue.”
in a
beautiful
place.”
c. What examples of imagery can you see in the poem “The Tyger?”
“Tyger Tyger, burning bright,
In the forests of the night…”

“In what distant deeps or skies.

Burnt the fire of thine eyes?”

“And when thy heart began to beat,

What dread hand? & what dread feet?”

d. What can you visualize while reading these examples?

What senses did you use or highlight in these examples?
(Students will try to answer these questions.
3. Abstraction
The teacher will ask the following questions;
 Why do we need to use imagery?
 How can we achieve imagery?
4. Application
The teacher will let student volunteers to read and identify the sentences containing
imagery.
 The eerie silence was shattered by her scream.
 She ate loudly.
  The lake was left shivering by the touch of the morning wind.
 His faced blossomed when he caught a glance of her.
 The sun shone in the morning.

The teacher will then process the answers of the students and will summarize
the lesson.

IV. Evaluation

 Students will try to write down the phrases or sentences that are examples of imagery.

I woke up from a familiar cold and looked over the window. Glittering white, the blanket of snow
covered everything in sight. I rushed out from my room and ignored the popping and crackling sounds of
bacon from the kitchen even if the greasy, tantalizing smell wafted toward me. I excitingly opened the
front door and welcome dearly the first day of snow.

V. Assignment

Students will try to make their own imagery sentences based on the pictures provided.

Remarks:

Prepared by: Marnelle Torrecampo