CW11Q1W1D4

Republic of the Philippines
Department of Education
Region V – Bicol
Schools Division Office
Camarines Norte
Eco Athletic Field, F. Pimentel Ave., camarines.norte@deped.gov.ph (054) 440-1772/(054) 440-4464
Daet, Camarines Norte DepEd Camarines Norte
School Gonzalo Aler National High School Grade Level 11&12 Quarter 1st
GRADES 1 to
Teacher Josua P. Garcia Learning Area Creative Writing
12 DAILY
Teaching Date
LESSON PLAN M-Th 1:30-2:30 GAS A, M-Th 2:30 -3:30 GAS B, WTh 10:30-11:30, F 9:30-11:30 HUMSS 11
and Time
The learners must have an understanding of imagery, diction, figures of speech, and
A. Content Standards
variations on language.
11//I. OBJECTIVES
The learners shall be able to produce short paragraphs using imagery, diction, figures of
B. Performance Standards
speech, and specific experiences.
The learners use imagery, diction, figures of speech and specific experiences
HUMSS_CW/MP11/12-Ia-b-4
C.Learning Competencies/
1. Explain what imagery is.
Objectives
2. Use imagery to describe an experience.
3. Appreciate the use of imagery in creative writing.
II. CONTENT (Subject Matter/Lesson) Imagery
1. Teacher’s Guide pages none

III. LEARNING RESOURCES
A. REFERENCES
2. Learner’s Materials pages none

3. Textbook pages
https://literaryterms.net/imagery/
4. Additional Materials from file:///C:/Users/Asus/Documents/imagery%20activity.pdf
Learning Resource portal https://penandthepad.com/teach-imagery-lesson-plan-4771394.html
B. Other Learning Resources Pictures/Images

5 minutes
Class/Group Yell
A. Reviewing previous lesson or
Group the class with five members each. Let them discuss and choose an appropriate
presenting the new lesson
name for their group. Instruct them to create their yells reciting what they learned from the
previous discussion (sensory experience).
Pair Activity 5 minutes
Ask students to work in pairs to decide which senses they connect to the phrases below
IV. PROCEDURES
from Running the Road to ABC

1. Singing their grandparents’ last words _______
B. Establishing a purpose for the 2. Handsome roosters still dream about beautiful hens _______
lesson 3. Their legs take cold showers of morning dew on the weeds _____
4. They hear the peeyee peeyee of the crickets, and the twee twee of half-awake
lizards _________
Answers:
1. hearing
2. sight
3. touch
4. hearing
C.Presenting examples/instances
of the new lesson 5 minutes
Process Question:
 What are the senses that you used in answering the activity?
“SDO Camarines Norte: Facilitating Dreams…, Valuing

Aspirations…”
Region V – Bicol
Camarines Norte
 What images were created in your mind while reading the sentences?
(5 minutes)
The Eagle
BY ALFRED, LORD TENNYSON
He clasps the crag with crooked hands;

D.Discussing new concepts and Close to the sun in lonely lands,
practicing new skills #1 Ring'd with the azure world, he stands.
The wrinkled sea beneath him crawls;

He watches from his mountain walls,
And like a thunderbolt he falls.
(5 minutes)
Ask:
 Are there words in the poem which appeal to our senses? What are
E. Discussing new concepts and those words?
practicing skills #2  What senses were used?
(10 minutes)
Guided Imagery Experience (Pair Activity)
Lead the class in a “guided imagery experience” to illustrate how imagery impacts reader’s
F. Developing mastery understanding. Students will close their eyes and listen as the description of a scene is
being read. Then, they will write a description of what they saw in their “mind’s eye”.
Students share results of their responses in the class.
(15 minutes)
Imagery is vivid descriptive language that appeals to one or more of the senses (sight,

hearing, touch, smell, and taste).
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.
Types of Imagery
a. Visual Imagery
G.Making generalizations and
Visual imagery describes what we see: comic book images, paintings, or images directly
abstractions about the lesson
experienced through the narrator’s eyes. Visual imagery may include:
Color, such as: burnt red, bright orange, dull yellow, verdant green, and Robin’s egg blue.
Shapes, such as: square, circular, tubular, rectangular, and conical.
Size, such as: miniscule, tiny, small, medium-sized, large, and gigantic.
Pattern, such as: polka-dotted, striped, zig-zagged, jagged, and straight.
b. Auditory Imagery
Auditory imagery describes what we hear, from music to noise to pure silence. Auditory
imagery may include:
Enjoyable sounds, such as: beautiful music, birdsong, and the voices of a chorus.

Aspirations…”
Region V – Bicol
Camarines Norte
Noises, such as: the bang of a gun, the sound of a broom moving across the floor, and the
sound of broken glass shattering on the hard floor.
The lack of noise, describing a peaceful calm or eerie silence.
c. Olfactory Imagery
Olfactory imagery describes what we smell. Olfactory imagery may include:
Fragrances, such as perfumes, enticing food and drink, and blooming flowers.
Odors, such as rotting trash, body odors, or a stinky wet dog.
d. Gustatory Imagery
Gustatory imagery describes what we taste. Gustatory imagery can include:
Sweetness, such as candies, cookies, and desserts.
Sourness, bitterness, and tartness, such as lemons and limes.
Saltiness, such as pretzels, French fries, and pepperonis.
Spiciness, such as salsas and curries.
Savoriness, such as a steak dinner or thick soup.
e. Tactile Imagery
Lastly, tactile imagery describes what we feel or touch. Tactile imagery includes:
Temperature, such as bitter cold, humidity, mildness, and stifling heat.
Texture, such as rough, ragged, seamless, and smooth.
Touch, such as hand-holding, one’s in the grass, or the feeling of starched fabric on one’s
skin.
Movement, such as burning muscles from exertion, swimming in cold water, or kicking a
soccer ball.
(5 minutes)
Ask:
H.Finding practical applications of
 What did you learn about your ability to use imagery when doing descriptive
concepts and skills in daily living
writing?
 How can imagery help improve your ability as a writer?
( Individual Activity 5 minutes)
Inspiring Photographs
I. Evaluating learning Find two or three powerful, visually appealing or inspirational images to show the class,
such as a soldier parachuting with a military dog, a firefighter rescuing a child from a fire
(not a graphic one) or a lion rescuing her cub on a cliff. Ask the students to choose one of
the photos and write a five-sentence paragraph or 10-line poem about the picture, using
imagery in their writing. Instruct them to use descriptive adjectives, action verbs and
similes or metaphors to articulate emotional elements in their stories or poems. Encourage
the students to incorporate a brief storyline about the photo -- rather than just describing
the image -- to add flow and purpose to their writing.
Imagery in the Movies
J. Additional activities for Assign students to watch a visually inspiring movie, such as The Fellowship of the Ring --
application or remediation the first movie in the Lord of the Rings series -- or show Charlotte's Web. Discuss how the
director uses imagery to achieve a specific purpose or effect. For example, images and
descriptions of the shire in The Fellowship of the Ring help viewers feel warm, safe and
welcome. Food imagery in Charlotte's Web helps watchers feel connected to the
characters and relate to the farm setting. Then, ask them to create imagery-filled movie

Aspirations…”
Region V – Bicol
Camarines Norte
posters for the film they viewed.

V. REMARKS
A. No. of learners who earned 80%

in the evaluation
B. No. of learners who require

additional activities for
remediation
C.Did the lesson work? No. of
learners who have caught up w/
the lesson
VI. REFLECTION
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?
PROCEDURES NOTES / SUGGESTIONS / RECOMMENDATIONS

Reviewing previous lesson or
presenting the new lesson
Establishing a purpose for the lesson
Presenting examples/instances of the

new lesson
Discussing new concepts and practicing

new skills #1
Discussing new concepts and practicing

skills #2
Developing mastery

Aspirations…”
Region V – Bicol
Camarines Norte
Making generalizations and

abstractions about the lesson
Finding practical applications of

concepts and skills in daily living
Evaluating learning
Additional activities for application or

remediation

Aspirations…”

CW11Q1W1D4

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II. CONTENT (Subject Matter/Lesson) Imagery

1. Teacher’s Guide pages none

2. Learner’s Materials pages none

B. Other Learning Resources Pictures/Images

Pair Activity 5 minutes

from Running the Road to ABC

“SDO Camarines Norte: Facilitating Dreams…, Valuing

He clasps the crag with crooked hands;

The wrinkled sea beneath him crawls;

Imagery is vivid descriptive language that appeals to one or more of the senses (sight,

“SDO Camarines Norte: Facilitating Dreams…, Valuing

( Individual Activity 5 minutes)

Imagery in the Movies

“SDO Camarines Norte: Facilitating Dreams…, Valuing

posters for the film they viewed.

A. No. of learners who earned 80%

B. No. of learners who require

D.No. of learners who continue to

E. Which of my teaching strategies

PROCEDURES NOTES / SUGGESTIONS / RECOMMENDATIONS

Establishing a purpose for the lesson

Presenting examples/instances of the

Discussing new concepts and practicing

Discussing new concepts and practicing

“SDO Camarines Norte: Facilitating Dreams…, Valuing

Making generalizations and

Finding practical applications of

Additional activities for application or

“SDO Camarines Norte: Facilitating Dreams…, Valuing

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