DOMINICAN COLLEGE OF TARLAC, INC.

McArthur Highway, Poblacion (Sto.Rosario), Capas,

2315 Tarlac, Philippines
Tel No. (045) 4917579/Telefax (045) 9250-519
Website: dct.edu.ph/E-mail: domct_2315 @ yahoo. com.ph

A DETAILED LESSON PLAN

IN ENGLISH
INTENDED FOR GRADE 7

Sensory Imagery

Prepared by:

ALICE L. ESPIRITU
BSED English 4A
Practice Teaching Student

Checked by:

ARCANGEL Q. BAÑEZ, JR.

English Cooperating Teacher
Dapdap High School

Approved by:

LORNA B. CASTRO
Head Teacher III – English

ARIEL V. SICALBO, Ph.D.

Principal II
Class Profile:
A class of grade 7 learners with a total of 22 students, 17 girls and 5 boys of whom are expected
to exhibit enthusiasm and confidence in communicating information and participating in the
class discussion.

I. Learning Objectives:
EN7LT-IV-d-2.2.2: Express appreciation for sensory images used.

Learning Competencies:
At the end of the class session, the students will be able to:
a. identify the sensory images used in the sentences and songs;
b. define the different sensory images;
c. compose sentences using the different sensory images;
d. create a poster based from the poem using sensory imagery;
e. manifest appreciation in using sensory images through sharing a memorable life
experience.

II. Subject Matter

Topic: Sensory Imagery
References: Sensory Imagery: Types and Examples by Master Class
https://www.masterclass.com/articles/sensory-imagery-in-
creative-writing#what-is-sensory-imagery
Materials: PowerPoint Presentation; Pictures; Cut-out Papers; Music and Lyric Video;
Diorama; Real Objects.

III. Procedure
Teacher’s Activity Student’s Activity
A. Preliminary Activities
1. Prayer
Let’s start our day with the help of our
Almighty God. Let’s all stand up and feel
the presence of the Lord.
(The teacher will call one student to lead (The student will lead the opening prayer.)
the prayer.)

2. Greetings
Good morning, STE 1 Rizal! Good morning, ma’am! Welcome, Mabuhay
to STE Rizal!

You may now take your seat. Thank you, ma’am.

3. Checking of Attendance
President, who is absent today?
None, ma’am.
That’s perfect!

Always remember, that every day is a

beautiful day to learn.
4. Review
Since we love learning, I know you are all
equipped with knowledge and ready to
answer my questions.

What was our topic yesterday?

Conflict, ma’am.
Very good! We discussed conflict.
Now, what is conflict?
Students will raise their hand to answer.
The teacher will call one student.
Conflict is the struggle, battle, or
disagreement between characters or forces
Exactly! Conflict is the struggle or present in the story.
problems that characters face in the story.

What are the different types of conflict? Students will raise their hand to answer.

The teacher will call students to answer. In any particular order (six students will be
called. Each student will give one type of
conflict)

Man vs. Man

Very good!
Man vs. Self
Excellent!
Man vs. Nature
Brilliant!
Man vs. Technology
Good job!
Man vs. Supernatural
Great!
Man vs. Society
Very good!

Those are the different types of conflict:

man vs. man; man vs. self; man vs. nature;
man vs. technology; man vs. supernatural;
and man vs. society.

Did you understand our lesson about

conflict? Yes, ma’am!

Do you have any questions about it? None, ma’am!

That’s good to hear. I can see that you

really understand our topic yesterday.
Now, let us learn a new lesson today.

5. Motivation
Before we proceed to our main topic, let
us first have a game. It is called, “Find My
Soul-Match!”

I will give pictures to you that you will

use in answering; and take a look with all
of it and get yourselves familiar with
them. I will post sentences and I will read
them. Then, you will find its soul-match
with the pictures you have.

I will group you by row, then, choose a

leader. The leader who will first stand and
shout “HOORAY!” will be given the
chance and the members to answer. All
the members will have to raise their
answer and once there is someone who
has a wrong answer, the group will not
gain points. Thus, other groups will get
the chance to steal.

Did you understand? Yes, ma’am!

Now, are you ready, STE Rizal? Yes, ma’am!

Very good! Let’s start!

As they sat on the soft, sugary sand

beach waiting for the sunset, the sinking
sun shimmered on the water as the blue
sky transformed into various shades of Students per group will shout, “hooray!”
purple and pink.

The teacher will call the student from a Answer may vary.
specific group. Expected answer:

Excellent!

Let’s have the second one.

I was stunned in my chair, when I heard

her sweet and powerful voice on the
stage. It’s like a cold breeze that froze my
heart for a while and tickle my ears with Students per group will shout, “hooray!”
her loving sound.

The teacher will call the student from a

specific group. Answer may vary.
Expected Answer:

Very good!

Let’s have the third item. Match it right!

As she entered the room, she was

welcomed by the sweet scent of
Victoria’s Secret Perfume.
Students per group will shout, “hooray!”
The teacher will call the student from a
specific group.
Answer may vary.
Expected answer:

You’ve got it right!

Let’s have the fourth one.

My mouth nearly watered as I stared at

the yema cake and imagined the sweet,
creamy dessert rolling on my tongue.
Students per group will shout, “hooray!”
The teacher will call the student from a
specific group.

Answer may vary.

Expected answer:

That’s correct!

Let’s have the last item! You can do this

STE 1!

As we build a beautiful castle at the

beach, the rough texture of the sand
touches my skin and makes me feel
pleased.

The teacher will call the student from a Students per group will shout, “hooray!”
specific group.

Answer may vary.

Expected answer:

Fantastic!

The teacher will announce the winner.

You all did an excellent job in answering!

I can see that you are now energized. So,

sit up straight, eyes in front, lend me your
ears, and make sure to listen attentively,
 and participate actively.

B. Lesson Proper

Sensory Imagery

When you hear the word sensory, what

comes on your mind?

How about the word imagery?

Answers may vary. (Senses)
Those are good points.
Answers may vary. (Images or imagination.)
Before we proceed to the meaning of
sensory imagery, kindly get a short bond
paper and your drawing materials.

I will post a sentence on the board and

you will visualize it. Afterwards, you will
draw what you have pictured on your
mind after reading the sentence. I will
give you three minutes to do it.

The sentence:
Clara is wearing a pink dress. She is
happily holding her big red balloon.

The teacher will also post her own

drawing on the board. The students will do the short activity.

Now class, based on our activity, what do

you think is the meaning of sensory
imagery?

Students will raise their hands to answer.

That’s right. Answers may vary.

(It lets us to imagine and create mental
Sensory Imagery images.)

Sensory imagery – the use of sensory

words is to create visual illustrations, so
that the readers can imagine the sight, the
taste, the sound, the touch, or the smell of
the things they are reading about.

In other words, writers used sensory

imagery on their works, so that the
readers will understand what they are
reading with the help of the sensory
words used.

What are the five senses that we have,

class?

Very good! The sense of sight, taste, Students will raise their hands.
touch, smell, and hearing. Sense of sight, taste, touch, smell, and
hearing.

Are we clear with sensory imagery?

Let’s go back to our game earlier. The Yes, ma’am!

first sentence, “As they sat on the soft,
sugary sand beach waiting for the
sunset, the sinking sun shimmered on
the water as the blue sky transformed
into various shades of purple and pink.”
Where do you think this sentence
belongs?

The teacher will call one student to Students will raise their hands.
answer.
Sense of sight.
Very good! Sense of sight or the visual
imagery. Kindly paste the sentence and its
picture on the board.
The student will paste the papers on the
board.

Visual Imagery – Appeals to the sense of

sight. Allows the readers to visualize the
appearance person, place, animal, object,
or event.

Why do you think this sentence is under

visual imagery?

The teacher will call one student to Students will raise their hand.
answer.
Answer may vary. (It is visual imagery
because it uses the sensory words like color
Excellent! It is visual imagery because we such as blue, purple, and pink sky.)
can imagine or visualize the sunset in the
beach and the sky that turned into purple
and pink. The sentence uses the sensory
words like color, sunset, and even the
word shimmered.

Next, “I was stunned in my chair, when

I heard her sweet and powerful voice on
the stage. It’s like a cold breeze that
froze my heart for a while and tickle my
ears with her loving sound.”
This sentence is under?
Students will raise their hand.
The teacher will call one student to
answer. Sense of hearing.

Very good! Sense of hearing or auditory

imagery. Kindly paste the sentence and its
picture on the board.

The student will paste the papers on the

board.

Auditory Imagery – Appeals the sense of

hearing. Allows readers to imagine and
hear the sounds present in the scene.

What is the reason, why this sentence is

under the auditory imagery?
Students will raise their hand.
The teacher will call one student.
Answer may vary. (It is under auditory
imagery because of the words used like sweet
Great! This sentence is auditory imagery and powerful voice, tickle my ears, and
because the writer allows us to imagine sound.)
how the woman sounds while she is
singing. It also uses the words like voice,
ears, and sound.

Next, “As she entered the room, she was

welcomed by the sweet scent of
Victoria’s Secret Perfume.”

What type of sensory imagery do you

think this sentence belongs?
Students will raise their hands to answer.
The teacher will call one student.
Sense of smell.
Fantastic! Sense of smell or olfactory
imagery. Kindly paste the sentence and its
picture on the board.

The student will paste the papers on the

board.

Olfactory Imagery – Appeals the sense

of smell. Allows the readers to imagine
and smell the scent present in the scene.

Why do you think this sentence belongs to

the sense of smell or olfactory imagery?

The teacher will call one student.

Students will raise their hand.

Very good! This is under the sense of Answer may vary. (It is under olfactory
smell or olfactory imagery, because it imagery because they use the words sweet
allows us to imagine the scent of the scent and perfume which we can smell.)
Victoria’s Secret perfume inside the room.
It also uses the words scent and perfume
which appeals the sense of smell.

Let’s have this one, “My mouth nearly

watered as I stared at the yema cake and
imagined the sweet, creamy dessert
rolling on my tongue.”

What type of sensory imagery do you

think this sentence belongs?

The teacher will call one student.

Good job! Sense of taste or gustatory Students will raise their hand.
imagery. Kindly paste the sentence and its
picture on the board. Sense of taste.

The student will paste the papers on the

board.

Gustatory Imagery – Appeals the sense

of taste. Allows the readers to imagine
the taste of different food or other
sensations of eating.

What makes this sentence a sense of taste

or gustatory imagery?

The teacher will call one student.

Students will raise their hands.

Excellent! It is gustatory imagery because
the sentence lets us imagine the sweet and Answer may vary. (It is gustatory imagery
creamy taste of the yema cake once it is because it uses the words mouth, tongue,
melted in our tongue. It also uses the sweet, creamy, and the yema cake.)
words like mouth, tongue, sweet and
creamy, dessert, and the food itself which
is the yema cake.

Let’s have the last one, “As we build a

beautiful castle at the beach, the rough
 texture of the sand touches my skin and
makes me feel pleased.”
This sentence is under what type of
sensory imagery?

The teacher will call one student.

Great! Sense of touch or tactile imagery. Students will raise their hands.
Kindly paste the sentence and its picture
on the board. Sense of touch.

The student will paste the papers on the

board.
Tactile Imagery – Appeals the sense of
touch. Allows the readers to understand
and imagine textures and other sensations
when a person touch something.

What makes this sentence a sense of touch

or tactile imagery?

The teacher will call one student.

Very good! It is a tactile imagery, because
it allows us to imagine and feel the
satisfaction with the rough texture of the
sand while building a sand castle at the
beach. It also uses the sensory words
rough, texture, touches, and skin.
Students will raise their hand.
Answer may vary. (It is a tactile imagery
through the words used like rough, texture,
touch, and skin.)

Are we clear with the five sensory

images?

Do you have any questions?

Any clarifications about the sensory Yes, ma’am!

imagery?
None, ma’am!
C. Closure
1. Generalization
What are the five sensory images? None, ma’am!

Very good!

What is visual imagery? Visual imagery, gustatory imagery, tactile

imagery, auditory imagery, and olfactory
Very good. imagery.

What is gustatory imagery? It lets us to visualize the appearance of

people, place, animals, objects, and events.
Excellent.

What is tactile imagery? It lets us to imagine the taste of something.

 Great!

What is auditory imagery? It lets us to imagine the touch or texture of

something.
Good job!
What is olfactory imagery?
It lets us to imagine and hear sounds from the
Very good! scene.

I can see that you really understand our It lets us to imagine the smell of something.
lesson about sensory imagery.

2. Application
Activity #1:
Now, it’s time to compose sentences. This
activity is a guided writing, so there will
be blanks that you need to fill, and you
can choose the words appropriate to the
sentence on the given box below.

I will show this diorama to you, look at it

carefully, and imagine the happenings in a
birthday party. Then, you will write the
missing words on the blanks to complete
the sentences using the different sensory
images.

I will give you five (5) minutes to finish

your work. Then afterwards, I will choose
two of you to read and share their task.

Are we clear?

You may now start. If you have questions,

feel comfortable to approach me.
Yes, ma’am!

Students will start answering their task.

colorful smell singing

savor hearing fragrance
holding soft delicious pink

After five minutes, the teacher will ask a

volunteer from the students to read
sentences and share their answer.

The teacher will choose one student to

share their work.
Students will raise their hand.
The teacher will let the students to check
their own paper. The students will read and share her or his
work.
Excellent work, STE 1!
Students will check their paper.

Activity #2:
Let’s have another activity to see if you
really understand sensory imagery. Now,
it’s time to identify the lyrics of the songs
if what type of sensory imagery is present.

I will give these placards to you and you

will use them in answering by raising it.

I will play the song and you will listen

attentively with its lyrics, so that you will
be able to know if what kind of sensory
imagery is used with it. After the song, I
will count 1 to 3 and after I said the word
“GO!” you will raise your answer.

Are we clear?

Do you have any question?

Let’s start! Yes, ma’am!

None, ma’am!
Into the Unknown
You're not a voice
You're just ringing in my ear
And if I heard you, which I don't
I'm spoken for, I fear

1, 2, 3… Go!

Very good!

Auditory Imagery
Five Mince Pies
Five mince pies in the baker's shop
Warm and spicy with sugar on the top
Along came...
With a dollar one day
Bought a mince pie
And ate it right away

1, 2, 3… Go!
 Excellent!

Gustatory Imagery

A Perfect Christmas

Looking through some old photographs

Faces and friends we'll always remember
Watching busy shoppers rushing about
In the cool breeze of December

1, 2, 3… Go!

You’ve got it right!

Visual Imagery
Let it Go
Here I stand in the light of day
Let the storm rage on
The cold never bothered me anyway

1, 2, 3… Go!

Great!

Tactile Imagery
Stinky Skunk
Skunk! Stinky, stinky skunk!
Smelly, smelly! Skunk! Skunk! Skunk!
Runaway. Skunk! Smelly, smelly!
Skunk! Stinky, stinky skunk!

1, 2, 3… Go!

Wow! You are all excellent in answering

our activity!
Olfactory Imagery
Are we clear with our discussion for
today?

Do you have any questions?

Yes, ma’am!
What are the five sensory images again?
None, ma’am!
The teacher will call one student.
Students will raise their hand to answer.
Very good!
In any particular order:
Visual Imagery, Auditory Imagery, Gustatory
Imagery, Tactile Imagery, Olfactory Imagery.

IV. Evaluation
TREES
by Joyce Kilmer

I think that I shall never see

 A poem lovely as a tree.

A tree whose hungry mouth is prest

Against the earth’s sweet flowing breast;

A tree that looks at God all day,

And lifts her leafy arms to pray;
A tree that may in summer wear
A nest of robins in her hair;

Upon whose bosom snow has lain;

Who intimately lives with rain.

Poems are made by fools life me,

But only God can make a tree.

Instructions:
1. Get your drawing materials.
2. Read the poem posted on the board and visualize it.
3. Afterwards, you will create a poster with what you have pictured on your mind after
reading the poem.
4. You only have ten (10) minutes to finish your poster.
5. I will choose three students who will share their works in front.

Rubrics:

V. Assignment
Instructions:
1. Choose the most memorable travel experience you have in life.
2. Look for your photo showing that experience and paste it on a short bond paper.
3. Write at least five sentences about your experience using the five senses.
4. If you don’t have any pictures of it, you can draw on a short bond paper that visualizes
the memorable experience you have.