School: EMA EMITS College Grade Level: 10

Philippines

Teacher: Learning Area: ENGLISH

MODIFIED DAILY LESSON
PLAN Date: Time: Quarter : 3rd Quarter

A. Content Standard The learner demonstrates: understanding of

Philippine literature in the Period of Emergence as a tool to assert one’s identity;
strategies in listening to and viewing of informative and short narrative texts; word
relationships and associations, informative speech forms; and use of direct/ reported
speech, passive/ active voice, simple past and past perfect tenses, and sentences
connectors.

B. Performance The learner transfers learning by showing ways of asserting one’s identity;
Standard comprehending informative and short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas, opinions and feelings through
various formats; and enriching written and spoken communication using direct/
reported speech, active/passive voice, simple past and past perfect tenses and
connectors correctly and appropriately

C. Learning EN7G-III-c-2: Use the passive and active voice meaningfully in varied contexts
Competencies

I. OBJECTIVES At the end of the lesson, students are expected to:

a. Analyze the context whether active or passive.
b. Identify the passive and active in the given paragraph
c. Use active and passive voice in a communication situation.
d. Appreciate the importance of the proper use of active and passive voce in
communication.

II. CONTENT Active and Passive Voice

III. LEARNING
RESOURCES

A. References Moving Ahead in the English Language by the educatorsog

http://www.educators.brainpop.com/active-passive-voice

1. Teacher’s Guide pages

2. Learner’s Materials
pages

3. Textbook Pages

4. Additional Materials Visual aids, laptop, PowerPoint

from Learning Resource
(LR) portal

B. Other Learning
Resources

IV. PROCEDURES TEACHER’S ACTIVITY PUPIL’S ACTIVITY

A. Daily Routine
 1. Prayer Everyone, please stand up and let us pray. In the name of the Father, and of the
Son, and of the Holy Spirit. Amen.

2. Greetings Good Morning class! Good Morning Mam!

How are you today? How was your sleep? Great mam!
That’s good to hear!

3. Classroom Before taking your seats, kindly pick

Management those pieces of paper around you and Thank you, mam!
arrange your chairs.
You may now take your seats.
4. Checking of Who is absent for today? None mam!
Attendance Very good!

B. Motivation / Now class, before we start to our lesson

Establishing a purpose for today. Let’s have first an activity. Our
for the lesson activity entitled “ Relay the Message”
I will group you into two, so please Students started to count.
count.

So now, you are in your group. I have

here a set of words, so here is the
mechanics of the activity . the message
is passed through each student until it
reaches the last one who runs the
course, passes the finish line, and Students starts to analyze and guess the
then runs to the board to write the
given pictures.
message or the sentences.
Activity 1:

Yes, Group ____?

Students started to raise their hands and

guess.
Yes, that is right. So are winner for our
first activity is the Group __. Student answer:
So now, to formally start our lesson for Ma’am, we think that the answer is
today. Let me present to you my “SENSORY IMAGES”
objectives.
Kindly read it in chorus.

At the end of the lesson, students are

expected to:
a. Define sensory imagery and its
type.
b. Identify sensory images in the
song;
c. Create differentiated activities
 using sensory images.
d. Relate the use of sensory images
into real life situation.

D. Presenting Today, we will be discussing Sensory

examples/instances of the Images. But before that, I have here a
new lesson picture.
Who do you think the person in the
picture?
Students raised their hands and answer.
Yes ________?
Ma’am, I think that he is Ed Sheeran.
Yes, very good.
And what can you say about him? Are
Students answers in varies of ideas.
you one of many fans here?

Very good class, it seems that you are

really on point on giving such a good idea
in describing him.
So now, I have here a copy of his song
entitled “Thinking Out Loud”
What you are going to do is accompany
the song and observe the lyrics so you can
answer our next activity.
Is it clear class? Yes Ma’am.

(Teacher start playing the song)

Thinking Out Loud

By: Ed Sheeran
When your legs don't work like they used to before
And I can't sweep you off of your feet
Will your mouth still remember the taste of my love
Will your eyes still smile from your cheeks
And darling I will be loving you 'til we're 70
And baby my heart could still fall as hard at 23
And I'm thinking 'bout how people fall in love in mysterious ways
Maybe just the touch of a hand
Oh me I fall in love with you every single day
And I just wanna tell you I am
So honey now
Take me into your loving arms
 Kiss me under the light of a thousand stars
Place your head on my beating heart
I'm thinking out loud
Maybe we found love right where we are
When my hair's all but gone and my memory fades
And the crowds don't remember my name
When my hands don't play the strings the same way, mm
I know you will still love me the same
'Cause honey your soul can never grow old, it's evergreen
Baby your smile's forever in my mind and memory
I'm thinking 'bout how people fall in love in mysterious ways
Maybe it's all part of a plan
I'll just keep on making the same mistakes
Hoping that you'll understand
But baby now
Take me into your loving arms
Kiss me under the light of a thousand stars
Place your head on my beating heart
I'm thinking out loud
That maybe we found love right where we are, oh
So baby now
Take me into your loving arms
Kiss me under the light of a thousand stars
Oh darling, place your head on my beating heart
I'm thinking out loud
That maybe we found love right where we are
Oh baby, we found love right where we are (maybe)
And we found love right where we are

Alright, that is the end of the song. Do

you like it?
Did you find it interesting while listening
and accompanying the song? Students answered.
Yes, it so nice to hear that right?
Yes Ma’am.

E. Discussion / Discuss Before we proceed to your observation.

new concepts and Let’s tackle first the Sensory Images.
practicing new skills #1
What is your idea about Sensory Images?

Students raised their hands and

Yes, ________?
answered.
Thank you, Another?

Very good. Thankyou.

Students raised their hands and
So, Sensory imagery involves the use of answered.
descriptive language to create mental
images. In literary terms, sensory
imagery is a type of imagery; the
difference is that sensory imagery works
by engaging a reader’s five senses. Any
description of sensory experience in
writing can be considered sensory
imagery.

I know that you are all familiar with the

senses. So what are they, Can you
Student answered.
identify one. ______?
Sense of sight
Very good.
Visual imagery engages the sense of
sight. This 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. Sense of taste
Another one?
Gustatory imagery engages the sense
of taste. This 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.

Another? Sense of touch

Tactile imagery engages the sense of
touch. This 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. Sense of hearing
Next is?
Auditory imagery engages the sense of
hearing. This is the way things sound.
Literary devices such as onomatopoeia
and alliteration can help create sounds in
writing.
Sense of smell
And lastly?
Olfactory imagery engages the sense of
smell. Scent 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.

This five are the types of Sensory

 Imagery.
Can you give at least once examples from Yes Ma’am
those types?
(Students raised their hands and cite
(Teacher call a student to give examples)
some examples of the types of sensory
imagery.)

Alright, very good class. It seems like

you all understand the idea of sensory
images.

F. Discussion / Discuss So now, let’s go back to the song you

new concepts and observe a while ago. Upon observing the
practicing new skills #2 lyrics, What phrases or words did you
identify as part of sensory images?
Anyone in the class?
Students raised their hands and
Yes. __________? answered.
“Your mouth still remember the taste of
your love”

Very good, in what sense it belongs? Ma’am, I think it belongs to sense of

taste.
Yes, very good.
Ok, another observation? Students raised their hands and
answered.

Yes, ______? “Your eyes still smile on your cheeks”

It could be sense of sight, I think.
Excellent, Another?
Students raised their hands and
answered.
Yes, ______? “Take me into your loving arms”
Sense of touch.
Very good, next observation?
Students raised their hands and
Yes, _________? answered.
“Kiss me under the light of a thousand
stars”
Very good. Is there any phrases or words
left? Sense of sight.

So, what is it? _______? Yes Ma’am.

“Place your head in my beating heart”

Sense of touch.
Yes, very good. I think that you really
observe well the lyrics of the song.
Did you find our lesson for today
interesting class?
Yes Ma’am.
It’s good to hear that.

G. Application / Now, I will group you into 4 to start our

Developing Mastery activity.
(Leads to Formative Please count. Students started to count.
Assessment) 1, 2, 3, 4……
Now that you are in your group.
This is your activity.
Activity 2
Direction: Create differentiated activities
with the use of sensory images.
This will be your criteria:
Creativity – 25%
Content - 50%
Performance – 25%
Total – 100%
You may now start.
Student started the activity.
Are you done class?
Yes Ma’am
Let’s proceed to your performance.
Group 4
Group 3
Group 2
Group 1

Good job class! You did well.

H. Valuing / Finding So class, I have a question for all of you.

practical application What is the importance of sensory images
about the lesson to our life?

Very good, thank you. Students raised their hands and

Another one? answered.
How can you relate into this pandemic
situation?

Yes, very good.

Students raised their hands and
Sensory images gives color to our life
answered.
because it helps us to really enjoy the
things we see, we hear, taste, touch and
smell. Also, it gives us satisfaction until
the end of the day.

I. Generalization / So now, let’s have a recap.

Making generalization What is sensory imagery? Students raised their hands and
and abstractions about Yes, _________? answered.
the lesson Sensory imagery involves the use of
descriptive language to create mental
images. In literary terms, sensory
imagery is a type of imagery; the
difference is that sensory imagery works
by engaging a reader’s five senses. Any
description of sensory experience in
writing can be considered sensory
Yes, very good. imagery.
What are types of Sensory Imagery?
Yes, _______? Student raised their hands answered.
 The types of sensory imagery are: Sense
of sight, Sense of taste, Sense of touch,
Sense of hearing and Sense of smell.
Excellent. Then what title of the song you
hear a while ago? Student raised their hands and
Yes_________? answered.

The song entitled “Thinking Out Loud”

Very Good. And Who is the singer of this
Student raised their hands and
song?
answered.

The singer of that song is Ed Sheeran.

Very good, class. I think that you really
understand our lesson for today.

J. Evaluation / Let’s proceed to your assessment. Get ¼

Evaluating learning sheet of paper and answer this activity.
Activity 3
Direction: Select and the sensory images
that exemplifies the sentence. Some might
have more than one answer. (Story from
The Lorax, Dr. Seuss)
1. And the wind smells slow and sour
when blows.
A. Sight B. Touch C. Smell D.
Sound E. Taste
2. “The old Once-ler’s whisper are not
very clear since they have to come
down through a snergelly hose, and
he sound as if he had smallish bees
up his nose”
A. Sight B. Touch C. Smell
D. Sound E. Taste
3. “I’m asking you, sir, at the top of my
lungs”, he was very upset as he
shouted and puffed “What’s that
THING you’ve made out of my
“Truffulu tuft?
A. Sight B. Touch C. Smell
D. Sound E. Taste
4. He was shortish and oldish, and
brownish, and, mossy
A. Sight B. Touch C. Smell
D. Sound E. Taste
5. The touch of their tufts was much
softer than silk
A. Sight B. Touch C. Smell
D. Sound E. Taste
6. From the rippulos pond came the
comfortable sound of the Humming
fish humming while splashing
around.
A. Sight B. Touch C. Smell
D. Sound E. Taste
7. I’m also in charge of the brown Bar-
 ba-loots who played in the shade of
their Bar-ba-loot suits and happy
lived, eating Truffula Fruits.
A. Sight B. Touch C. Smell
D. Sound E. Taste
8. “He sneezed and he snuffled. He
smuggled. He sniffed
A. Sight B. Touch C. Smell
D. Sound E. Taste
9. “And at the very moment, we heard a
loud work”
A. Sight B. Touch C. Smell
D. Sound E. Taste
10. “So catch!” calls the Once-ler. He lets
something fall. “It’s Truffula seed.
It’s the last one of all!”
A. Sight B. Touch C. Smell
D. Sound E. Taste Yes Ma’am
Are you done class?

Let’s check your paper.

Answer Key:
1. E
2. C/B
3. D
4. A
5. B
6. A/D
7. A/E
8. D
9. D
10. B

Alright, please pass your paper forward.

K. Agreement / Assignment
Additional activities for Read the poem entitled “Fresh-Baked
application or Bread. Underline the use sensory images
remediation then identify its type.

That is all for today class.

See you tomorrow.

V. REMARKS

VI. REFLECTION

Prepare by:
KAYZEL P. BURGOS
Student Teacher
Checked by:

MRS. MARIBETH O. GERES

Cooperating Teacher
Approved by:

MRS. EVELYN FERRERA

Supervisor (English)