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Final CO 2 NEW Lesson PLAN Sensory Imagery Copy

Education (Christ the King College)

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Republic of the Philippines

Department of Education
Regional Office VIII – Eastern Visayas
Schools Division of Calbayog City
SAN POLICARPO NATIONAL HIGH SCHOOL

Subject: Creative Writing

Content standard: The learners have an understanding of imagery, diction, figures of speech, and
variations of language.
Performance standard: The learners shall be able to produce short paragraphs or vignettes using imagery,
diction figures of speech, and specific experiences.
MELC: Use imagery, diction, figures of speech, and specific experiences to evoke meaningful responses
from readers. (HUMSS_CW/MP11/12-Ia-b-4)

LESSON PLAN IN CREATIVE WRITING 11

(April 15, 2021)

I. OBJECTIVES
At the end of the lesson the students will be able to:
1. Define sensory imagery.
2. Identify the type of sensory imagery used in a sentence.
3. Appreciate the importance of sensory imagery.
(HUMSS_CW/MP11/12-Ia-b-4)

GRATEFULNESS

II. LEARNING CONTENT

a. TOPIC: Sensory Imagery
b. REFERENCES: Creative Writing by Arnold Jarn Ford G. Buhisan and Ayesha H. Sayseng,
JFS Publishing Services (2016) pp 8-13; Creative Writing by Peter Solis Nery, Diwa
Learning Systems Inc (2017); 21st Century Literature from the Philippines and the World by
Rian Garcia Chua, Diwa Learning Systems Inc (2016); Handout No. 1 in Creative Writing by
Jason M. Collamar, Rowena Q. Marquez and Rosarona L. Tarrayo (CO QAH + MELC LW-
2021)
c. MATERIALS: chalkboard, chalk, multimedia mediums: TV, HDMI connector, PowerPoint
presentation, wireless keyboard, picture cutouts, meta-strips, felt tip pens

III. LEARNING ACTIVITIES

A. Preparatory Activities
1. Prayer
2. Greetings
3. Checking of attendance
4. DOH/IATF Protocol Reminders

B. Motivation
Game: Finding Treasure in Sense Islands!
Game description:
1. The teacher will show a treasure map in an ICT-PowerPoint presentation. The map has
five locations leading to the place where a pot of gold is buried. The pot of gold will
show the lesson for today.
2. Each location has a scroll that they have to collect. Inside each scroll is one of the five
senses. These scrolls are scattered behind the chairs. Students should find these scrolls.
3. After finding the scrolls, they are going to paste them beside each sensory organ that will
be revealed in the board.

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(Actual slide in the PowerPoint presentation: use of ICT)

Location 1 (Vision Island): eyes - SIGHT

Location 2 (Scent Island): nose - SMELL
Location 3 (Song Island): ear - HEARING
Location 4 (Flavor Island): tongue - TASTE
Location 5 (Feel Island): hand/skin - TOUCH

(Across Curriculum Teaching Area)

With each location unlocked, a short description appears:
EYES (Sense of Sight) The human eye reacts to light and allows vision.
NOSE (Sense of Smell) The nose helps us to perceive different smells.
EAR (Sense of Hearing) Ears help us to perceive sounds. It detects vibrations in the air
and this is how we hear sounds.
TONGUE (Sense of Taste) The tongue helps in perceiving various tastes and flavours.
The taste buds are present between the papillae on the tongue—these help in sensing
different tastes.
SKIN (Sense of Touch) Skin is the largest organ of our body. It perceives the sense of
touch.

C. Lesson Proper

1. ACTIVITY: It Makes Sense!

Directions:
a. The teacher will divide the class into 2 groups.
b. Each group will receive an envelope that contains material for the activity.
c. Inside each envelope is a paper tarp with 5 sentences and strips of paper that contains
5 senses- sight, smell, taste, hearing and touch.
d. Each group must identify the senses that are shown in the sentences and paste them
on the box before each sentence. There are key words that are underlined to guide
them while answering.
e. Each group should also choose a reporter to present their answers.
f. They will be given 3 minutes to answer.

Rules:
o Go to your group quietly.
o Form a circle.
o Do not drag the chairs.
o Avoid close contact with your groupmates and maintain social distancing.
o Minimize your voice while doing your group activity.
o Do not hesitate to ask questions to your teacher.

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o Be respectful. Be quiet while other groups are performing.

o You will be given only 3 minutes for this activity.
o After that, return to your seats properly.

Group 1: Group 2:

Very good!

2. ANALYSIS: Does It Make Sense?

The group reporter will present their answers. The teacher will check and process the
learning of the students.
Group 1
 The medicine tasted as bitter as ampalaya.
Answer: TASTE
 It smelled of hay and it smelled of manure.
Answer: SMELL
 She awoke to the chirping of birds.
Answer: HEARING
Group 2
 Her cheek stings. She collapses on the floor before his feet.
Answer: TOUCH
 The house looks like frosted cake in winter.
Answer: SIGHT
 Held up a hand to stop a weeping man midsentence because of the roar of
the C130 swooping overhead.
Answer: HEARING

Guide Questions (HOTS):

1. How did you find the activities?
2. How are you able to picture the five (5) senses in your mind by just reading the
words?
3. With the activities that you just have performed, how do you define sensory imagery?

Very good!

3. ABSTRACTION
Sensory imagery involves the use of descriptive language to create mental images.
It works by engaging a reader’s five senses.

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The teacher will post a table on the board and the students will paste the type of sensory
imagery that corresponds to the description.

TYPE OF SENSORY IMAGERY

1. It is what the author wants The golden rays of the setting sun
the reader to see. reflected upon the clear waters of the
lake.
2. It is what the author wants The stench of rotting garbage
the reader to smell. overpowered my nostrils when I opened
the bin.
3. It is what the author wants Her mouth watered as she bit into the
sour, peppery mango chow.
the reader to taste.
4. It is what the author wants The trees rustled as the wind whistled
gently through the leaves.
the reader to hear.
5. It is what the author wants As I tumbled down the hill, the loose
rocks raced alongside me, pricking my
the reader to feel/touch.
hands and face like a hundred tiny
knives.

ANSWERS:
1. Visual Imagery (Sight)
2. Olfactory Imagery (Smell)
3. Gustatory Imagery (Taste)
4. Auditory Imagery (Hearing)
5. Tactile Imagery (Touch)

The teacher will also make use of the answers from the group activity. The teacher
will ask the students to paste the type of sensory imagery used in each sentence aside
from the 5 senses that they have answered in the previous group activity.

 The medicine tasted as bitter as ampalaya. (Use of lessons in Figure of

Speech: SIMILE)
Answer: Visual Imagery
 It smelled of hay and it smelled of manure.
Answer: Olfactory Imagery
 She awoke to the chirping of birds. (Use of lessons in Figure of Speech:
ONOMATOPOEIA)
Answer: Auditory Imagery
 Her cheek stings from the slap.
Answer: Tactile Imagery
 The house looks like frosted cake in winter. (Use of lessons in Figure of
Speech: SIMILE)
Answer: Visual Imagery
 Held up a hand to stop a weeping man midsentence because of the roar of
the C130 swooping overhead. (Use of lessons in Figure of Speech:
ONOMATOPOEIA)
Answer: Auditory Imagery

(Across Curriculum Teaching Area)

The terms are borrowed from Science- The Sensory Systems of the Body
 Visual Sensory System- responsible in the process of seeing
 Olfactory Sensory System- responsible in the process of smelling
 Gustatory Sensory System- responsible in the process of tasting
 Auditory Sensory System- responsible in the process of hearing

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 Tactile Sensory System- responsible in the process of touching, feeling,

sensation

4. APPLICATION

(Differentiated Instruction)
Directions:
1. The students will be divided according to their field of interests. In this activity, they
will use sensory imagery in any of the following: acting or writing a poem.
2. They will be given 5 minutes to do the activity.
LINGUISTIC:
The students will create a 4-line poem using sensory imagery.

ACTING:
The students will think of a scene where they can use any of the sensory imagery. For
example: describe a certain place through visual imagery, feeling or emotions toward
a person, taste of any dish that appealed to you, smell of a dish, perfume, etc. or what
they have seen or heard from a scenario in their life.

Rules:
o Go to your
group quietly.
o Form a circle.

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o Do not drag the

chairs.
o Avoid close
contact with your groupmates and maintain social distancing.
o Minimize your
voice while doing your group activity.
o Do not hesitate
to ask questions to your teacher.
o Be respectful.
Be quiet while other groups are performing.
o You will be
given only 3 minutes for this activity.
o After that, return
to your seats properly.

Checking of outputs. Appreciate learners’ works through claps.

Very good!

D. GENERALIZATION:
1. What are the five types of sensory imagery?
HOTS questions (includes sensitivity to physical and psychological differences):
2. How important is the use of sensory imagery? In our daily life? Cite an example.
3. Do you know someone who doesn’t have one of those senses? How will you react
to people without any of the senses?
4. How are you going to show appreciation in the God-given gifts such as the
completeness of your sensory organs?
Very good!
Do you have any questions?

IV. ASSESSMENT
(Setting achievable and appropriate learning outcomes)
Directions: Encircle the letter of the correct answer. Write it down in the paper that will be
distributed by the teacher.

1. The familiar tang of his grandmother's cranberry sauce reminded him of his youth. What
sensory imagery is used in the sentence?
a. Visual Imagery
b. Tactile Imagery
c. Sensory Imagery
d. Gustatory Imagery
2. The concert was so loud that her ears rang for days afterward. What sensory imagery is used
in the sentence?
a. Olfactory Imagery
b. Sensory Imagery
c. Auditory Imagery
d. Kinesthetic Imagery
3. It is a literary device writer employ to engage a reader's mind on multiple levels. It explores
the five human senses: sight, sound, taste, touch, and smell.
a. Sensory Nervous System
b. The Five Senses
c. All Imagery
d. Sensory Imagery
4. The sunset was the most gorgeous they'd ever seen; the clouds were edged with pink and
gold. What sensory imagery is used in the sentence?
a. Sensory Imagery
b. Visual Imagery
c. Tactile Imagery

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d. Gustatory Imagery
5. Why is the study of sensory imagery important?
a. It makes a passage or scene come alive
b. It helps them create a more vivid mental picture of what is happening.
c. The readers can personally experience whatever the writer is trying to describe,
reminding them of their own experiences, giving your writing a universal feel.
d. All of the above
Answers: 1. d 2. c 3. d 4. a 5. d

V. ASSIGNMENT
In a ½ crosswise, create and write 10 sentences that shows each type of sensory imagery.

Prepared by

MA. JUDY GRACIA G. TOMNOB

SHST-II

MA. NELIN L. ACOBA DIVINA C. SUMAYAN

PROCESS OBSERVER PROCESS OBSERVER
HUMSS Coordinator, MAST-1(English) JHS Coordinator, SST-III

MILANER REYES OYO-A

PROCESS OBSERVER
Principal II

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