SAN GUILLERMO NATIONAL HIGH Grade

School: SCHOOL Level: 7

Learning
Teacher: BABY LYN L. OAMIL Area: ENGLISH
Teaching Dates and 2nd
Time: Quarter: QUARTER

I. OBJECTIVES At the end of the lesson the students will be able to:
1. Define imagery and its different types
2. Classify words according to which sense they appeal to
3. Express appreciation for sensory images by writing a poem that
contains
imageries

A. Content Standards The learner demonstrates understanding of: pre-colonial Philippine

literature as a means of connecting to the past; various reading
styles; ways of determining word meaning; the sounds of English and
prosodic features of speech; the correct subject-verb agreement.

B. Performance Standards
The learner transfers learning by: showing appreciation for the
literature of the past; comprehending texts using appropriate
reading styles; participation in conversations using appropriate
context dependent expressions; producing English sounds correctly
and using the prosodic features of speech effectively in various
situations; and observing correct subject-verb agreement.

C. Learning Competencies/Objectives
Write for the LC code for each
II. CONTENT Sensory Images

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources 1. Laptop
2. Projector/Monitor
3. Speaker
4. Pictures

IV. PROCEDURES

A. Review previous lesson or presenting Identify your five senses and which sense organs are responsible
the new lesson for them.

B. Establishing a purpose for the lesson

In literature, writers employ techniques to make the description of
their pieces
more effective. The use of these techniques gives life to literary
pieces. How do
they capture in words things and experiences that are supposedly
seen, tasted,
heard, smelled, and felt?

C. Presenting examples/instances of the Students will be given fifty words and they are to classify whether
new lesson the word
appeals to the sense of sight, smell, taste, hearing and touch.

D. Discussing new concepts and

practicing new skills #1 FAMILIARIZING WITH TYPES OF MAGERY

E. Discussing new concepts and

practicing new skills #2 The following are pictures and scenarios which may be familiar to
you. From
these pictures, create your own sentences using any of the five types
of imagery.

F. Developing mastery
Students will be asked to count off 1 to 5. Each number corresponds
to the type
of imagery that the students will write about in a stanza of four lines
containing
rhyme.
1 - My Favorite Sight
2 - My Favorite Smell
3 - My Favorite Sound
4 - My Favorite Taste
5 - My Favorite FeelingDirections

G. Finding practical applications of

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning : Identify the type of imagery used in the following statements.
Write VIS for visual imagery, OLF for olfactory imagery, GUS for
gustatory imagery, AUD for auditory imagery, and TAC for tactile
imagery.

_______ 1. She was fragrant like a morning when papayas are in

bloom. _______ 2. Her teeth were very white, her eyes were so full
of laughter, and there was the small dimple high up on her right
cheek. _______ 3. The sound of his insides was like a drum. _______
4. Ca Celin drove away hi-yi-ing to his horse loudly. _______ 5. The
sky was wide and deep and very blue. _______ 6. The fields swam in
a golden haze through which floated big purple and red and yellow
bubbles. _______ 7. He faced the sun and from his mouth came a
call so loud and vibrant. _______ 8. The earth seemed to tremble
underfoot. _______ 9. The wind whistled against my cheeks and the
rattling of the wheels on the pebbly road echoed in my ears.
_______ 10. The thick, unpleasant smell of dangla bushes and
cooling sun-heated earth mingled with the clean, sharp scent of
roots exposed to the night air.

J. Additional activities for application or remediation

V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% in

the evaluation.
B. No. of learners who require additional activities for remediation who scored below 80%.
C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
D. No. of learners who continue to require remediation.

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I use./discover which I wish to share with other teachers?