DETAILED LESSON PLAN IN ENGLISH 10

Name of the Teacher: REYNALDO C. NABU-AB JR. Grade/Year Level 10

Learning Area: ENGLISH Quarter: 3Module No.: 3
Competency: EN10LT-IIIa-2.2.1
Lesson No.: 1 Duration 1HOUR
Key Understanding to be IMAGERY; SENSORY IMAGES; VISUALIZATION
Developed
Learning Objectives: Knowledge Define sensory images or imagery.
Skills Identify the senses used in literary pieces.
Attitude Express appreciation for imagery through writing a poem using
sensory images.
Resources Needed: Projector/TV Set, laptop, colored paper strips, printed illustrations, Manila paper,
and pen
Elements of Plan Methodology
Teacher’s Activity Student’s Activity

Preparation Motivation/Introductory

“Good Morning/Afternoon Class!” “Good Morning/Afternoon Sir!”

What is that sir?
“What is the first thing we do? “Let us pray,”
Let’s have a prayer. Shall we all stand? (student recites a prayer)
Edrian, please lead us in prayer.”

“Before you take your seats kindly pick-up

pieces of papers or plastics under your chair.”

As we start, who is absent for today’s class?

None? “No one is absent today, Sir.”
Alright, Great! Let’s start our day.

Yesterday we’ve discussed the importance of

nature in our daily lives and appreciate what
God’s gifts to mankind.
Today we will still continue to appreciate and
be thankful of His creation.

Who wants prizes?

Then, group yourselves into four (4) by
counting one up to four. Let’s start from you.
Now, I want you to go to your group silently. Me... Me...
Group 1 on this corner, Group 2 here, Group 3 (Students start the counting)
there, and Group 4 on that corner.
Select your team leader.
I want everybody to actively listen as I play a
song from Louis Armstrong “What a
Wonderful World”.
Let us all listen.
(Music plays twice)
“What a wonderful song. What do you think
the song tries to remind us? What did you
feel? Who among you here made a Tiktok
Challenge last April 23, 2020 for the World
Earth Day?
If not, shall we all stand and do the dance
challenge.” (music plays) it really reminds us to be thankful
Truly indeed Lil’ Dicky is right with his of the wondrous creation our
message from the song, “We love the earth, it supreme had to offer.
is our planet. It is our home.”
Before we proceed to our lesson proper, let
 us first say the following vocabulary words
and unearth their meaning.

o’er – adv.An old English word for “over”

hast – v.archaic second person singular present of
have.
barred – adj. marked with bands of color or light.
stubble–n. material consisting of seed coverings
and small pieces of stem or leaves that “o’er”
have been separated from the seeds
Porphyria – n. are a group of rare inherited blood “hast”
disorders.
grate – v. make an unpleasant rasping sound. “barred”

“stubble”

“Porphyria”

“grate”
Presentation Activity

Let’s start the game. We will call it,

“You Fill Up My Senses”
This time, each group will be given 3 paper
strips with text from the song we have heard
earlier, also, I added other text from poems
about nature and with your team leader you
have to paste on the table of senses. You have
to identify what sense the line from the song
tries to use represented by images or organs
use for senses.
Group 1, Group 2, Group 3 and Group 4

I will give you two (2) minutes to read and

plan with your group. In answering, each
group will take turns having thirty (30)
seconds to do the task. Once pasted the
answer is final. Group with highest score
wins. Yes/No Sir.
Got it? Any clarification?
Let’s start with Team A to paste their
answers. (Answers vary)
Thank you Team A.
Let us proceed with Team B. (Students paste their answers)
Thank you.
Your turn Team C, Thank you.
Lastly, Team D. Thank you.

Now, let us check your work by giving score

to each team.

Congratulations Group __. Please receive

your merit. Please return now silently to your
own chairs.
Analysis

“The es-SENSE”
As what we have played earlier what have Answers vary.
you noticed on the table presented on our
game?

What sense do the eye represents? Eye for sense of sight,

How about the tongue? Hand? Ear? Nose? tongue for sense of taste, hand for
sense of touch,
ear for sense of hearing, nose for
sense of smell.
How do these senses help our writers?
It helps describe what the writer
Thus, sense of sight, taste, touch, hear and is trying tell.
smell are senses expressed on literary pieces,
called? “Sensory Images or Imagery”
Abstraction

Sensory Images or Imagery is the literary

term used for language and description that
appeal to our senses. Sensory imagery
explores the five human senses: sight, sound,
taste, touch, and smell.


THE SIGHT
The sense of sight or also called Visual
Imagery is what you can see, and includes
visual descriptions. Physical attributes
including color, size, shape, lightness and
darkness, shadows, and shade are all part of
visual imagery.
For an example,
Glittering white, the blanket of snow covered
everything in sight.

Can you give an example a line or two with

your own poem that uses senses of sight or “Like flowers that bloom
Visual Imagery? Up the sky so bright.”
Great. That was nice.

THE TASTE
The sense of taste or Gustatory Imagery is
what you can taste, and includes flavors. This
can include the five basic tastes—sweet, salty,
bitter, sour, and umami—as well as the
textures and sensations tied to the act of
eating.
Ex. Taste the air as it passes by,
Taste the salt
Can you give me an example?
Great job! “Your swaying hips spiced my bitter
tongue
 Too sweet it makes me calm.”

THE TOUCH
The sense of touch or Tactile Imagery is
what you can feel, and includes textures and
the many sensations a human being
 experiences when touching something.
Differences in temperature is also a part of
tactile imagery.
Ex. Feel the breeze within your hair.
The grass will poke between your toes,

Can you give me an example?

Excellent! “Soft and tender skin shown,

 Shaped like a crescent moon.”

THE HEAR
The sense of hear or Auditory Imagery is
the way things sound. Literary devices such as
onomatopoeia and alliteration can help create
sounds in writing.
Ex. Then I heard the boom of the blood-lust song
And a thigh-bone beating on a tin-pan gong.
Can you give me an example?
Wonderful. “Listen to whisper of the air,
Humming of the grass so fair.”

THE SMELL
The sense of smell or Olfactory Imagery
is one of the most direct triggers of
memory and emotion, but can be difficult
to write about. Since taste and smell are so
closely linked, you’ll sometimes find the
same words (such as “sweet”) used to
describe both. Simile is common in
olfactory imagery, because it allows
writers to compare a particular scent to
common smells like dirt, grass, manure, or
roses.
Ex. Breathe the scent of nice fresh air,

Can you give me an example?

Splendid!
Sensory Images help us make what we read “Inhale the goodness of life,
three dimensional – you see, taste, touch, Refresh your soul with positive
listen and smell what the text tells. Describing vibe.”
how something tastes, smells, sounds, or feels
—not just how it looks—makes a passage or
scene come alive.
Any questions?
Sounds awesome.

“None Sir.”
Practices Application

“It Make Sense”

Now let’s apply what you have learned. I will
read random lines or text from famous literary
pieces and all you have to do is to identify the
senses being used by doing the different hand
sign or gesture:
If it tells all about sense of sight raise your
hands and do the finger-crossed sign,
If sense of taste, raise your okay-signed
hands.
If sense of touch, raise your hands and
do the heart-sign.
If it tells sense of hearing, put your C-
 patterned hand beside your ear.
If sense of smell, put your right index
finger below your nose.
Let’s do it.
1. 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;
2. Where are the songs of Spring? Ay, where
are they? Answer: Sight
Think not of them, thou hast thy music too, (fingers-crossed)
While barred clouds bloom the soft-dying
day,
And touch the stubble-plains with rosy hue; Answer: Hearing
3. O how can it be that the ground itself does (C-hand on ear)
not sicken?
How can you be alive you growths of spring?
How can you furnish health you blood of
herbs, roots, orchards, grain?
4. When glided in Porphyria; straight
She shut the cold out and the storm,
And kneeled and made the cheerless grate Answer: Taste
Blaze up, and all the cottage warm. (okay-finger sign)
5. They silently inhale
the clover-scented gale,
And the vapors that arise
From the well-watered and smoking soil.
Thank you for actively participating in our Answer: Touch
practice application. (heart-finger sign)
Now, let us put it into a test.

Answer: Smell
(index finger under the nose)
Evaluation “Coming All Senses Together”

Get a ¼ sheet of pad paper and write what

Sensory Images used in the following line
item.
__________1. In what distant deeps or skies
Burnt the fire of thine eyes?
__________2. With a taste of your lips I’m on a ride
You're toxic I'm slipping under
__________3. But my words, like silent raindrops fell
And echoed in the wells, of silence
__________4. My feet, too, that had wandered so,
My gypsy face transfigured now
To tenderer renown.
__________5. I turned it over and the palm was old,
its lines traced like fine needlepoint
and stitched up into fingers.
__________6. Some people might prefer a sweet soup,
But with so much sweetness in the carrot,
__________7. The old unseen serpent swallows up the
stars.
Oh starry, starry night! This is how
I want to die:
__________8. A crash and a boom!
Ringing so loudly,
It shook the whole room!
_________9. Fragrant as musk thy berry is, yet black
as ink in sooth!
And he who sips thy fragrant cup can
only know the truth.
__________10. For the odor is
Death telling us
That the string is
Now cut on this life.
 Time is up. Finish or unfinished pass your paper.
Assignment Now, for your assignment. We call it,
“Your UF (Ultimate Favorite)”

Create a haiku or at least one stanza of a poem

using sensory images or imagery.
Let’s call it a day. Tomorrow is another exciting
topic. We will dig down into parts of a story. So “Goodbye Sir.”
get ready.
Good bye class!

Prepared by:

REYNALDO C. NABU-AB, JR.

Demonstrator