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Sensory Imagery Lesson Plan for Students

This lesson plan aims to teach students how to identify and incorporate sensory images in writing. Students will participate in a sensory storytelling activity where they add sensory details to a story. They will then analyze the activity by discussing the senses used and the importance of sensory images. Students will read and analyze the imagery in the poem "Stopping by Woods on a Snowy Evening." In groups, students will create their own sensory poem using descriptive language and imagery. At the end, students will answer questions to identify sensory images and illustrate events from another story.

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kristine remollo
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93 views4 pages

Sensory Imagery Lesson Plan for Students

This lesson plan aims to teach students how to identify and incorporate sensory images in writing. Students will participate in a sensory storytelling activity where they add sensory details to a story. They will then analyze the activity by discussing the senses used and the importance of sensory images. Students will read and analyze the imagery in the poem "Stopping by Woods on a Snowy Evening." In groups, students will create their own sensory poem using descriptive language and imagery. At the end, students will answer questions to identify sensory images and illustrate events from another story.

Uploaded by

kristine remollo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
  • Overview and Lesson Plan: Introduces the standards and objectives for the demonstration lesson, along with required materials.
  • Lesson Proper: Focuses on the main storytelling activity that involves students creating sensory-rich narratives.
  • Motivational Activities: Details the initial energizer activity designed to engage students and build enthusiasm.
  • Application and Evaluation: Covers the creation of sensory poems, evaluation criteria, and final assignments.

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Rizal
GUINAYANG NATIONAL HIGH SCHOOL

A Demonstration Lesson Plan


Content Standard
The learner demonstrates understanding of how Anglo-American literature and other text
types serve as means of valuing other people; also, how to use processing information
strategies, different forms of adverbs and conditionals for him/her to play an active part in a
Chamber Theatre presentation.
Performance Standard
The learner actively participates in a speech choir through using effective verbal and non-
verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions,
Body Movements/ Gestures and Audience Contact.

I. Objectives
At the end of the lesson, students will be able to:
A. identify and understand sensory images used in literary texts,
B. incorporate sensory details and descriptive language in their own writing to
create vivid and engaging sensory images,
C. express appreciation for sensory images by writing a poem that contains
imagery.
II. Subject Matter
A. Topic: Express Appreciation for Sensory Images Used
Springboard: Stopping by Woods on a Snowy Evening by Robert Frost
B. References: A Journey through Anglo-American Literature (Learner’s Material for
English), https://www.slideshare.net/shielalabs/g9-english-lesson-exemplar-1st-
quarter, https://www.poetryfoundation.org/poems/42891/stopping-by-woods-
on-a-snowy-evening

C. Materials: Mystery box, YouTube Music, cartolina.


III. Procedure
A. PRELIMINARY ACTIVITIES
 Opening Prayer
 Greetings
 Checking of Attendance
 Review of the Previous Lesson

B. MOTIVATIONAL ACTIVITIES
 Priming: The students will follow an energizer called, “Deep Deep Deep.”

https://www.youtube.com/watch?v=oZhwagxWzOc

C. LESSON PROPER
a.) Activity: SENSORY STORYTELLING
The teacher will have students take turns in telling a story, but with a twist.
Each student adds a sensory detail to the story, rotating through senses
(sight, sound, taste, touch, smell)
b.) Analysis
Teacher will ask the students the following questions based on the activity
they did.
1. What have you noticed with the activity?
2. What senses did you used in the activity?
3. How important are theses senses to our everyday lives?
4. Are you familiar with the sensory images?

a.) Abstraction
 The teacher will give out a copy of the poem “Stopping by Woods on a
Snowy Evening by Robert Frost.” Students will ready it aloud then they
will identify the imagery used in the poem.
 She will then discuss and have students familiarize with the types of
imagery.
b.) Application
CREATING A SENSORY POEM
The teacher will divide the students into groups. Each group will need to
create a poem using a sensory image discussed. Teacher will provide
students with prompt or topic for their sensory poem or students may choose
their own topic. Each group will be given 10-15 minutes to brainstorm and
write their sensory poem. They will be evaluated based on the criteria below:
CRITERIA FOR GROUP ACTIVITY

1. Effective use of descriptive 25pts


language
2. Clear and engaging sensory
images that evoke the five 25 pts
senses.
3. Coherence and organization
of the poem. 25pts
4. Creativity and originality.
25pts
TOTAL 100pts

IV. Evaluation
The teacher will post a set of questions on the board and have students
identify what sensory images is being used. Students will write their
answer on a one (1) whole sheet of paper.
V. Assignment
BOARDWALK
The teacher will ask the students to read the “One Fine Day in the Middle of the Night.”
They will then visualize the events and underline the words that helps them take a picture in
their mind. Finally, students will illustrate what happened in the story.

Prepare by:
Kristine Q. Remollo

Republic of the Philippines Department of Education Region IV-A CALABARZON Division of Rizal GUINAYANG NATIONAL HIGH SCHOOL
Greetings Checking of Attendance  Review of the Previous Lesson B. MOTIVATIONAL ACTIVITIES  Priming: The students will
b.) Application CREATING A SENSORY POEM The teacher will divide the students into groups. Each group will need to create a p

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