Cagayan State University

Andrews Campus

Caritan Sur, Tuguegarao City

DETAILED LESSON PLAN IN

GRADE 8

Topic: “Sensory Images”

Prepared by:

Mr. Ryan Anthony S. Allam

Practice Teacher

Approved by:

Mr. Allen L. Catolos

Mentor

MISSION: VISION:

Cagayan State University is committed to Transforming lives by educating for

transform the lives of people and communities the best.
through high quality instruction and
innovative research, development, production
and extension
 LESSON PLAN IN ENGLISH 8

Quarter FOURTH
Theme CHANGING PERSPECTIVE
Content Standard The learner demonstrates the understanding of: South
and West Asian literature as an expression of
philosophical and religious beliefs; information flow of
various text types; reality, fantasy, and opinion in
listening and viewing materials; word decoding strategies;
and use of information sources, active or passive
constructions direct/reported speech, perfect tenses, and
logical connectors in journalistic writing.
Performance Standard The learner transfers learning by composing a variety of
journalistic text, the context of which may be used in
composing and delivering a memorized oral speech
featuring the use of properly acknowledge information
sources, grammatical signals for opinion making,
persuasion, and emphasis and appropriate prosodic
features, stance and behavior.
I. OBJECTIVES
Learning Competencies (EN8LC-IVb-6.2) Infer thoughts and feelings expressed in
a text.
II. CONTENT Sensory Images
III. LEARNING RESOURCES
A. Reference Grade 8 Learner’s Material
IV. PROCEDURE
Teacher’s Activity Students’ Activity
PRIMING
 Checking of Attendance  Prayer
 House Keeping
A. PRESENTING THE NEW LESSON

Today, we are going to play a game. This is entitled

“What’s in the box?”. I need 6 volunteers here in front.
Mechanics:
 Stand behind the box.
 You will play this game with a blindfold.
 Insert your hand in the hole of the box.
 You only have 3 minutes to identify what’s inside the
box.
 You can use all of your senses except sense of sight.
Note: Coaching is not allowed.

Object 1 Slime
Object 2 Cheese cake
Object 3 Bottle of water
Object 4 Alcohol
Object 5 Bell
Object 6 Noodles

(students play the game)

Good work class! What technique did you use to identify
the content of the box? We used our senses , sir.

Correct! What are the senses you used to identify the

objects? Sense of hearing, touch, smell, and taste, sir.
Very good! So our topic for today is connected to the
game you just played. It is all about Sensory Images.
B. ESTABLISHING A PURPOSE FOR THE LESSON

Objectives:

 Define imagery;
 Identify sensory images that is present in a given
example; and
 Perform various collaborative tasks to show
appreciation.
C. PRESENTING EXAMPLES/INSTANCES OF THE NEW
LESSON

Before we dig deeper, I want you to identify what sense is

present in this sentences.

1. Horns, trumpets, and drums blared out the fanfare in a

loud but harmonious greeting. Sense of hearing, sir.

2. The grill smoke carried the heavy meaty scent of

burgers with the tang or barbecue sauce. Sense of smelling, sir.

3. The view from the mountain pass was breathtaking with

the sun’s rays turning the valley into a gold paradise. Sense of sight, sir.

4. I love to roll frozen grapes around my mouth before

biting into their icy tartness. Sense of taste, sir.

5. The tree bark was rough against her skin. Sense of touch, sir.
D. MAKING GENERALIZATIONS AND ABSTRACTIONS
ABOUT THE LESSON

Based on these sentences, what is your idea about Imagery refers to the senses which create images in the
imagery? mind of a reader.

Exactly! Imagery is a descriptive language used to appeal

to a reader’s senses.

Imagery is associated with mental pictures. It also uses

particular words which create visual representation in our
minds. In short, it lets you imagine and evokes your senses
while you are reading a text.
Let’s go back to our examples a while ago. The first
sentence is the sense of hearing. How do you say so that it
is associated with the sense of hearing? Because of the words loud and harmonious, sir.

Very good! Let’s term:

Sense of Hearing as the “Auditory Imagery”
It describe what we hear; it can be noisy, quite, etc.
Another example:

1. The concert went so loud that her ears rang for days
afterward.
How is this sentence considered auditory imagery? Because of the word loud which pertains to sense of
hearing, sir.

That’s right! Let’s proceed. Why is it under sense of

smelling? Because of the heavy meaty scent, sir.

Very good! Let’s term:

Sense of Smell as “Olfactory Imagery”
It describes what we smell, like stinky, aromatic, etc.
Another example:

2. The medicine left a foully smell in my mouth.

How is this sentence considered olfactory imagery? Because of foully smell, sir. It pertains to sense of smell.

Correct! Next, why is this sentence under sense of sight? Because of the word view, sir.

Exactly! Let’s again term:

Sense of Sight as “Visual Imagery”
which describes what we see; colors, shapes, etc. Another
example:

3. Her lips looks so red like a ripped cherry.

How is this sentence considered as visual imagery? Because of the word looks so red, sir. It pertains to sense
of sight.

That’s right! Let’s proceed. Why is it under sense of taste? Because of the word icy tartness, sir.

Absolutely! Let’s term:

Sense of Taste as “Gustatory Imagery”
which describes what we taste; sour, bitter, sweet, etc.
Another example:

4. The fresh and juicy apple is very sweet.

How is this sentence considered as gustatory imagery? Because of the word very sweet, sir.

That’s right! The last one, why is this sentence under sense
of touch? Because of the word rough, sir.

Very good! Let’s term:

Sense of Touch as “Tactile Imagery”
which describes what we touch, feel, the texture, etc.
Another example:

5. I like to pinch your soft cheeks.

How is this sentence considered as tactile imagery? Because of the word soft, sir. It pertains to sense of
touch.
Correct!
E. DISCUSSING NEW CONCEPTS AND PRACTICING NEW
SKILLS

So you already know what are the different types of

sensory imagery. I want to ask you some questions if you
really understood our topic.

1. What is Imagery? Imagery is a descriptive language used to appeal to a

reader’s senses, sir.

2. What are the five senses involved in the imagery? Sense of taste, smell, touch, hearing, and sight, sir.

3. What type of imagery is related to loudness and noise? Auditory imagery, sir.

4. What type of imagery is related to aroma and stinks? Olfactory imagery, sir.

5. What type of imagery is related to colors and shapes? Visual imagery, sir.

6. What type of imagery is related to bitter and sweet? Gustatory imagery, sir.

7. What type of imagery is related to texture? Tactile imagery, sir.

F. DEVELOPING MASTERY (LEADS TO FORMATIVE
ASSESSMENT)

Now you that you already know imagery and its types, you
are going to have an activity. I will divide you into 4 groups
and each group will have a board in which where you will
write your answer. Determine if it is Auditory, Olfactory,
Visual, Gustatory, or Tactile imagery.

1. The girl ran her hands on a soft satin fabric. Tactile

2. The children were screaming and shouting in the fields. Auditory

3. The fragrance of spring flowers made her joyful. Olfactory

4. Miko’s loves to order a sweet and sour pork at

Chowking, it’s his favorite. Gustatory

5. Jena sensed a stinky skunk as she was sitting in a bench

at the park. Olfactory

6. The spicy Korean noodles burned my throat. Gustatory

7. The silence in the room of Victor was unnerving. Auditory

8. The wild gusts of cold wind pierced her body. Tactile

9. When he was on the way to work, he heard the muffled

cry of a woman. Auditory

10. The beacons of moonlight bathed the room in ethereal

light. Visual
G. EVALUATING LEARNING

Underline the word, phrase or sentence that shows

imagery then identify what sensory image it tries to
appeal. Write it above the underlined word/phrase. There
could be multiple imagery in a single literary piece.
 O, she doth teach the torches to burn bright!
It seems she hangs upon the cheek of night
Like a rich jewel in an Ethiope’s ear…
(Romeo and Juliet by William Shakespeare)

Or sinking as the light wind lives or dies;

And full grown lambs loud bleat from hilly bourn;
Hedge crickets sing; and now with treble soft
The redbreast wistles from a garden croft,
And gathering swallows twitter in the skies.
(To Autumn by John Keats)

I wandered lonely as a cloud

That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
(Daffodils by William Wordsworth)
H. ADDITIONAL ACTIVITIES FOR APPLICATION OR
REMEDIATION

For your assignment class. A. Follow-up

Write an essay with the theme “changing the society”

with a minimum of 100 words using the different types of
sensory imagery. Put it in a whole sheet of paper.
Content ---------------- 10
Usage of Imagery ---- 10
20

B. Advanced

Read the piece “Anatomy of a Filipino” by Prof. Felix

Bautista in Learner’s Module for Grade 8 and answer the
process questions pp. 449 copy and answer. Write your
answers in your notebook.
REMARKS
REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for
remediation who scored below 80%
Did the remedial lesson work? No. of learners who have
caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my
principal/supervisor can help me solve?
What innovation or localized materials did I use/ discover
which I wish to share with other teachers.