First Cot Creative Writing

Republic of the Philippines
Department of Education
Region XI
Division of Davao de Oro
MARAGUSAN NATIONAL HIGH SCHOOL
School Upholding Progressive Education Responsive for Better Community
Talisay Street, Poblacion, Maragusan, Davao de Oro
7 E’S LESON PLAN ON IMAGERY/SENSORY DETAILS
Part 1 Lesson : IMAGERY
Grade Level : 12 Quarter: I
Content Standard The learners have an understanding of imagery on language.
Performance Standard The learners shall be able to produce short paragraphs or vignettes using
imagery and specific experiences.
Learning Objectives The learners shall be able to:
1. Describe imAgery as an element and technique in creative writing.

2. Analyze the different imagery in the given video, visuals, and
prompts.
3. Write and produce short poetry, short paragraphs or vignettes that
incorporate vivid imagery that draw on specific personal
experiences to enhance the descriptive quality of writing.
Learning Competency Use imagery, diction, figures of speech, and specific experiences to
evoke meaningful responses from readers.
HUMSS_CW/MP11/12-Ia-b-4
Learning Materials PPT Presentation through LCD Projector, Laptop, Speaker, Visual Aids,
woksheets , etc.
Learning Resource Zape, J. S., Cadavido, J. S., Lazo, R. L., Ong-Ongowan, F. M., Cauilan, L. A.,
Robles, V. R. A., & Robles, P. I. L. D. (2020). Creative Writing Quarter 1:
PIVOT IV-A Learner’s Material (First Edition). Department of Education
Region IV-A CALABARZON.
Part II Input Output
1. Prayer
2. Greetings
3. Checking of Attendance and proper school The learners will actively participate.
uniform
Preliminary
4. Review/Assignment
Activities 5. Classroom Management
6. Other follow-ups and reminders
Activity 1: MAKING MENTAL PICTURES (5 MINUTES)
Instructions: Close your eyes and immerse yourself in

these mental images for a more vivid experience.
"Hello, and welcome to our Making Mental Pictures. In

this activity, we'll explore the art of making mental
pictures for a more immersive experience”.
1. Close your eyes and imagine yourself as the

solitary figure. Picture the soft glow of the
moon casting a silvery hue on the Mati beach.
Feel the cool, damp sand beneath your feet as
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you walk along the water's edge. Hear the
rhythmic sound of waves gently caressing the
shore, creating a soothing melody. Envision The learners will actively participate the
the tranquility of the scene and the calming activity and answer the assessment
atmosphere surrounding you. questions.
Elicit
2. Picture yourself immersed in a lively
Maragusan market during Sunday. Visualize
the vibrant hues of spices and textiles, creating
a kaleidoscope of colors around you. Hear the
lively chatter of vendors blending into a vibrant
symphony of sounds. Feel the energy of the
bustling market, with people moving around
and the air filled with the rich aroma of spices.
Imagine the sensory overload of this bustling,
colorful scene.
Assessment Questions:
1. Did you enjoy the activity?
2. What did you find helpful in making these mental

pictures?
3. If you could choose one scene to experience in real

life, which one would it be and why?
Activity 2: DECODING THE VIVID EXPERIENCES! (10

MINUTES)
Engage The learners will actively participate the
Instructions: activity and answer the assessment
questions.
•After taking activity 1, you will be decoding two vivid
scenarios and you will describe each scenario with Possible answers:
vivid experiences.
1. Moonlit Mati Beach Scenario:
Scenario 1: A solitary figure walks along a moonlit
The soft moon glow painted the beach
Mati beach, with waves gently lapping at the in silver, the cool sand underfoot was
shore. refreshing, and the rhythmic waves
created a calming melody, enhancing
Scenario 2: In a bustling Maragusan market, the overall tranquil experience.
vibrant colors of spices and textiles fill the air, and
2. Bustling Maragusan Market:
the chatter of vendors creates a lively symphony.
I visualized vibrant spices and textiles in
Assessment Questions: a kaleidoscope of colors, contributing to
the lively scene's vibrancy.
1. In the moonlit Mati beach scenario, describe
the sensory details you vividly imagined. How 3. Sound Reflection:
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did the soft glow of the moon, the cool sand, The waves' sounds in Mati and the
and the rhythmic waves contribute to the vendors' lively chatter in Maragusan
overall experience? added depth and realism to my mental
images, making them more immersive.
4. Sensory Considerations:
2. As you immersed yourself in the bustling Feeling the cool sand and the bustling
Maragusan market, what were the energy of the market enhanced the
predominant colors you visualized among the realism of my mental pictures, making
spices and textiles? How did these colors them more vivid and tangible.
contribute to the vibrancy of the scene?
5. Aromatic Enhancement:
3. Reflect on both scenarios. How did the sounds The rich aroma of spices in the
Engage
of waves and the lively chatter of vendors Maragusan market heightened the
enhance your mental images? sensory experience, making the scene
more vivid and immersive.
4. Consider the sensations mentioned, such as
feeling the cool, damp sand and the energy of Lesson for today:
the bustling market. How did these details
It’s all about Sensory imagery or
contribute to the realism of your mental
imagery Sensory Imagery includes the
pictures?
utilization of elucidating language to
5. In the Maragusan market, the rich aroma of make mentalpictures. In abstract terms,
spices is mentioned. How did it enhance the it is a sort of symbolism; the thing that
overall mental image you created? matters is that tangiblesymbolism
works by drawing in a reader's five
Follow-up question: What have you realized on senses. It is an artistic gadget author
the first and second learning activity. Can you give utilize todraw in a reader's brain on
its similarities and differences? What have you numerous levels. This investigates the
learned so far? What do you think our lesson for five human detects: sight,sound, taste,
today? contact, and smell. In other references,
there is a sixth sense which called
Kinesthetic imagery engages, the
feeling of movement.
Learning Objectives:
The learners shall be able to:
1. Describe imagery as an element

and technique in creative
writing.
2. Analyze the different imagery in
the given video, visuals, and
prompts.
3. Write and produce short
poetry, short paragraphs or
vignettes that incorporate vivid
imagery that draw on specific
personal experiences to
enhance the descriptive quality
of writing.
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GROUP ACTIVITY 3. LET’S DELVE IN! (10 MINUTES)
Instructions: Prompt: As temperatures continue

to rise, the consequences of climate
change are becoming increasingly
• As you watch the video, take note on the details on
evident. Our oceans are becoming
the video and its element. more acidic, glaciers are melting,
and wildlife is facing extinction. But
SAVING PLANET EARTH there is hope. Through the
collective actions of individuals and
communities, we can make a
difference.
Together, we can make a

difference and work towards a
sustainable future for generations
to come. So sit back, relax, and join
us on this journey to save our
planet.
Assessment Questions:
1. What sensory imageries are presented in the

video to illustrate the consequences of climate
change, such as the increasing acidity of
oceans, melting glaciers, and the threat of
wildlife extinction?
2. Describe the visual elements that convey the

message of hope in the video.
3. In the context of the video, what images and

scenes evoke a sense of urgency regarding the
Explore need to combat climate change?
4. How does the video use visuals to emphasize

the idea of a sustainable future for
generations to come?
5. Reflect on the overall tone of the video. How

do the visuals contribute to the message of
empowerment and collaboration in the face of
climate change challenges? Provide specific
examples or moments that stood out to you.
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GROUP ACTIVITY 4 WATCH & LEARN! (10 MINUTES) The learners will actively participate the
activity
Instrctions:
Guide rubrics:
Explain • As you watch the video, take note on the details on
sensory imagery and its concept.
Critical Understanding - 40 %
Content – 30%
Collaboration – 20%
Presentation – 10%
Possible Answers:
1. Sensory Imagery Definition:
Sensory imagery refers to the use of

descriptive language that appeals to the
senses, creating vivid mental pictures and
evoking sensations like sight, sound, touch,
taste, and smell in writing.
2. Sensory Imagery in Creative

Explain Writing:
In creative writing, sensory imagery is a

powerful element where authors use
Assessment Questions: descriptive details to engage readers'
senses, making the narrative more
1. What is sensory imagery or imagery? immersive. It involves painting a picture
2. Describe sensory imagery as element and with words to evoke a sensory experience.
technique in creative writing?
3. What are the sensory imagery in creative 3. Six Types of Imagery in Creative
Writing:
writing? How about the six imagery? What
does it tell? The six types of imagery in creative writing
include visual (sight), auditory (sound),
olfactory (smell), gustatory (taste), tactile
(touch), and kinesthetic (movement). These
enhance storytelling by providing a rich,
multi-sensory experience, making
narratives more vivid and memorable.
GROUP ACTIVITY 5. ANALYZE AND PAINT A MENTAL

PICTURE! (10 MINUTES:)
Instructions: Each group will be given a picture and the

group will analyze the picture and describe it in a
poetry paragraph or vignette using sensory imagery. The learners will actively particpated
the activity.
(Their answers to the different activities

vary)
Group 1 (Couplet + Tercet)
Guide rubrics:
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Content – 30%
Elaborate
Group 2 to (50 word-short Story)
Group 3 (Octave - Quatrain)
Group 4 to (60 word-short Story)

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ACTIVITY 5: SENSE IT! (10 MINUTES)
Instructions: Read the vignettes with understanding.

Identify what sensory imagery is used in each
statement. Write your answers on your answer sheet.
Identify too, those words “as many as you can” used
as descriptive in each excerpt. In the table and write
your answers on their proper column.
Kinesthetic
1. Excerpt from "Moby-Dick" by Herman Melville:
"Call me Ishmael. Some years ago—never mind how

long precisely—having little or no money in my purse,
and nothing particular to interest me on shore, I
thought I would sail about a little and see the watery
part of the world."
Evaluate
On a crisp, salt-kissed morning, I, Ishmael, embarked
on my maritime odyssey. The sky was an endless
canvas of cerulean blue, stretching as far as the eye
could see. As I stepped aboard the weathered ship, the
creaking timbers whispered the stories of countless
voyages past, tales of adventures etched into the very
wood.
Imagery: ______________________
2. Excerpt from "To Kill a Mockingbird" by Harper Lee:
"People generally see what they look for, and hear

what they listen for."
In the sleepy town of Maycomb, where the oppressive

Southern sun hung heavy in the sky, people's
perceptions were as fickle as shadows in the wind.
They saw prejudice where they expected it, and heard
the soft hum of gossip like a cicada's persistent drone
on a sweltering summer afternoon.
Imagery: _________________________
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3. Excerpt from "The Great Gatsby" by F. Scott
Fitzgerald:
"In his blue gardens men and girls came and went like
moths among the whisperings and the champagne and
the stars."
Amid the opulent opalescence of Gatsby's mansion,

the air was filled with a sense of enchantment. Men in
tuxedos and women in glittering gowns flitted through
the gardens, their laughter and whispered secrets
creating a symphony of indulgence. It was as if they
were moths drawn to the dazzling allure of the
champagne stars.
Imagery: _________________________
4. Excerpt from "The Road" by Cormac McCarthy:
"The nights were blinding cold and casket black, and

the long reach of the morning had a terrible silence to
it."
The nights in this desolate world were frigid, the bone-

chilling cold seeping through every layer of clothing,
and the darkness was so deep that it felt like being
enclosed in a casket. When dawn broke, it did so with
a hushed reverence, the world bathed in an eerie
silence that seemed to acknowledge the haunting
remnants of what once was.
Imagery: _________________________
5. Excerpt from "The Old Man and the Sea" by Ernest

Hemingway:
"He was an old man who fished alone in a skiff in the

Gulf Stream and he had gone eighty-four days now
without taking a fish."
Picture an elderly mariner, his weathered face etched

with the lines of countless sunsets and sea salt in his
grizzled beard. Alone in a small skiff, he ventured into
the vast expanse of the Gulf Stream, where the
emerald waters held secrets known only to the fish
below. Eighty-four days had come and gone, each one
a chapter in his solitary struggle, the pursuit of the
elusive fish a testament to his unwavering
determination.
Imagery: _________________________
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ACTIVITY 7: LET’S DO SNAPSHOT The students will take down notes.
Instructions: Read the following prompts and write a

short descriptive paragraph for each, using the
specified type of imagery (gustatory, olfactory, tactile,
kinesthetic, visual, or auditory) to convey the sensory
experience. Be as vivid and detailed as possible.
1. Gustatory Imagery: Describe the taste of your

favorite dessert. Use sensory language to convey the
flavors and textures.
2. Olfactory Imagery: Paint a picture with words

of a freshly baked loaf of bread straight from the oven.
Focus on the aroma.
Extend 3. Tactile Imagery: Write about the sensation of

sinking your bare feet into warm, soft sand at the
beach.
4. Kinesthetic Imagery: Describe the feeling of

dancing in the pouring rain, the rhythm of your
movements, and the sensation of raindrops on your
skin.
5. Visual Imagery: Depict a serene sunset over a

calm lake, highlighting the colors, reflections, and the
tranquility of the scene.
6. Auditory Imagery: Write about a

thunderstorm approaching. Capture the sounds of
thunder, rain, and the wind howling.
7. Gustatory Imagery: Describe the experience of

savoring a spicy dish. Portray the heat, flavors, and any
cooling sensations.
8. Olfactory Imagery: Convey the scent of a

blooming garden filled with various flowers in full
bloom.
9. Tactile Imagery: Write about the sensation of

holding a newborn baby in your arms, focusing on the
softness and fragility.
10. Kinesthetic Imagery: Describe the feeling of

riding a roller coaster, emphasizing the twists, turns,
and the rush of adrenaline.
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REFLECTIONS:
A. No. of learners who earned 80% in the

evaluation
B. No. of learners who require additional

activities for remediation who scored
below 80%.
C. Did the remedial lessons work? No. of

learners who would caught up with the
lesson
D. No. of learners who continue to

require remediation
E. Which of my 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.
Prepared by:
WINSON L. ALMERIDA
Subject Teacher
Checked and observed by:
MARIAN H. VILLACRUSIS
English Master Teacher I
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7’E’S LESON PLAN ON REFLECTIVE WRITING
Part 1 Lesson : REFLECTIVE WRITING
Grade Level : 12 Quarter: I
Content Standard The learner demonstrates understanding of: REFLECTIVE WRITING
Performance Standard The learner competently delivers an artistic presentation summarizing and
analyzing the form, theme and techniques of a chosen creative
nonfictional text.
Learning Objectives The learners shall be able to:
1. Describe Reflective Writing as a type of creative nonfiction

2. Analyze a sample reflection essay
3. Express his/her opinions on the content of a reflection essay and
write it.
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4. Produce and make a short film using a Reflective Writing as a story
board.
Learning Competency The learner competently delivers an artistic presentation summarizing and
analyzing the form, theme and techniques of a creative nonfictional text.
HUMSS_CNF11/12-Id-b-15
Learning Materials Prezi Presentation through LCD Projector, Laptop, Speaker, Visual Aids,
woksheets, , etc.
Learning Resource Teodoro, J.I, & Moratilla PhD, NC (2016) Claiming spaces: understanding,
reading, and writing creative nonfiction. Phoenix Publishing House:Quezon
City
Part II Input Output
Preliminary 1. Prayer
2. Greetings
Activities 3. Checking of Attendance and proper school The learners will actively
uniform participate.
4. Review/Assignment
5. Classroom Management
6. Other follow-ups and reminders
Elicit Activity 1: Let’s Get Started (5mins) The learners will actively
participate the activity.
The answers of the studnets

vary.
Guide Questions:
Let the learners answer the questions:
1. Close your eyes and recall one particular episode in

your life that you consider memorable and reflective?
2. Which aspect or aspects of one’s life should not be
shared? Why or why not?
Engage Activity 2: Picture Analysis (5mins) The learners answer the given
questions and provide reasons
Instructions: Analyze the pictures below and express your to their answers.
feelings, thoughts, and insights regarding the pictures.
1.
The learners shall be able to:
A. Describe Reflective
Writing as a type of
creative nonfiction
B. Analyze a sample
reflection essay
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C. Express his/her
opinions on the content
of a reflection essay
D. Produce and make a
short film using a
Reflective Writing as a
story board.
2.
“It’s all about Reflective

Writing is an essay in which the
writer examines his or her
3.
experiences in life. The writer
then writes about those
experiences, exploring how he
or she has changed, developed
or grown from those
experiences”.
4.
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5.
Guide questions:

1. What have you noticed in the pictures?
2. Does it tell you inspiration, success, or anything?
3. Is there any way to present your reflection?
4. Let’s revisit your insights, observations, and
reflection, what are those observations,
experiences, and insights all about?
5. What do you think our lesson for today?
Explore Activity 3: 3-Minute Pause(10mins) The learners will actively and

cooperatively participate the
Instructions: The students have a chance to stop, refect given task.
on the concepts and ideas that have just been introduced,
make connections to prior knowledge or experience, and (Rubric for Presentation is
seek clarification after watching the video. given)
Guide rubrics:
Content – 30%
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Guide questions:
1. What have you noticed in the video?
2. What is the character facing amidst her prizewinning

summit?
3. For you, what do you mean by this: "One who led an

easy life or one who has overcome hardship"?
4. Is there any way to present your story?
5.What have you realized on the video presented?
Explain Activity 4 WATCH & LEARN! (GROUP ACTIVITY 5

MINUTES)
Instructions:
• As you watch the video, take note on the details on

Reflective Writingand its concept.
Learners will come up with

varied answers.
(Rubric for Presentation is given)

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Guide rubrics:
Guide Questions: Critical Understanding - 40 %
Content – 30%
1. What is Reflective Writing?
2. Describe Reflective Writing as part of creative Presentation – 10%
nonfiction
3. What can you say about its content?
4. Does it involve the elements of nonfiction?
5. Make a concept map based on the Learners will watch closely with
information about Reflective Writing video on the concept of
presented in the video. Reflective Writing
Elaborate Activity 5: GROUP ACTIVITY: LITERATI’S CORNER(15

MINS)
Prompt Questions:
1. What do you know about reflective stories?

2. Whose reflective stories have you read and found
interesting?
3. In cases of calamity, how can you help other
people, especially fellow filipinos, who have been
The learners will read the story
through it?
4. Do you remember any typhoons or disaster you aloud.
had experienced?
5. What images do you remember from the
disaster?
(Their answers to the different

activities vary)
The following selection contains the author’s

reflections on a calamity that was brought about Guide rubrics:
one of the strongest typhoons that the world has
ever known.
BRAVING STORMS BY NOEL CHRISTIAN A.
MORATILLA Content – 30%
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Group 1: STORY MAP
Group 2: STORY STEMS
Group 3: READING RESPONSE ANALYSIS
Group 4: STORY INTERVIEW
Group 5. PLOT & CONFLICT ANALYSIS
Follow-up questions during presentation:
1. Why is the article entitled braving storms?

2. Why does the article say that Typhoon Yolanda
would go down in history? What are your
comments and observations?
3. What is the narrator’s attitude toward the victim
of the typhoon?
4. How did the narrator see the disaster in a positive
light?
Does something like that happen everyday?
5. It is said that a reflection essay may also expresses
what the author has learned from individual
experiences. What did the narrator learn from the
devastation caused by the typhoon?
Activity 6: LEARNING FROM THE PAST FOR WHO I AM
TODAY! 15 MINS)
Evaluate
Instructions: Reminisce about the best and most
memorable yet significant events you have had during the
pandemic. Narrate and write it in your Reflective Writing.
Be guided with the rubric below.
The learners will actively

participate.
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Extend Activity 7: FILM YOUR LIFE! The learners will take down
notes.
The student will produce and make a short film by himself
using his Reflective Writing as his story board. He will
shoot his masterpiece within the vicinity of his house only.
Going outside is highly discouraged. Be guided with the
following rubrics.
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REFLECTIONS:
A. No. of learners who earned 80% in the

evaluation
B. No. of learners who require additional

activities for remediation who scored
below 80%.
C. Did the remedial lessons work? No. of

learners who would caught up with the
lesson
D. No. of learners who continue to

require remediation
E. Which of my 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.
Prepared by:
Region XI
WINSON L. ALMERIDA
Subject Teacher
Checked and observed by:
JAYMAR D. MILLAN
Assistant School Principal II

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Republic of the Philippines

Part 1 Lesson : IMAGERY

Grade Level : 12 Quarter: I

Content Standard The learners have an understanding of imagery on language.

1. Describe imAgery as an element and technique in creative writing.

Part II Input Output

Instructions: Close your eyes and immerse yourself in

"Hello, and welcome to our Making Mental Pictures. In

1. Close your eyes and imagine yourself as the

1. Did you enjoy the activity?

2. What did you find helpful in making these mental

3. If you could choose one scene to experience in real

Activity 2: DECODING THE VIVID EXPERIENCES! (10

The learners shall be able to:

1. Describe imagery as an element

GROUP ACTIVITY 3. LET’S DELVE IN! (10 MINUTES)

Instructions: Prompt: As temperatures continue

Together, we can make a

1. What sensory imageries are presented in the

2. Describe the visual elements that convey the

3. In the context of the video, what images and

4. How does the video use visuals to emphasize

5. Reflect on the overall tone of the video. How

1. Sensory Imagery Definition:

Sensory imagery refers to the use of

2. Sensory Imagery in Creative

In creative writing, sensory imagery is a

GROUP ACTIVITY 5. ANALYZE AND PAINT A MENTAL

Instructions: Each group will be given a picture and the

(Their answers to the different activities

Group 2 to (50 word-short Story)

Group 3 (Octave - Quatrain)

Group 4 to (60 word-short Story)

Instructions: Read the vignettes with understanding.

1. Excerpt from "Moby-Dick" by Herman Melville:

"Call me Ishmael. Some years ago—never mind how

2. Excerpt from "To Kill a Mockingbird" by Harper Lee:

"People generally see what they look for, and hear

In the sleepy town of Maycomb, where the oppressive

Amid the opulent opalescence of Gatsby's mansion,

4. Excerpt from "The Road" by Cormac McCarthy:

"The nights were blinding cold and casket black, and

The nights in this desolate world were frigid, the bone-

5. Excerpt from "The Old Man and the Sea" by Ernest

"He was an old man who fished alone in a skiff in the

Picture an elderly mariner, his weathered face etched

Instructions: Read the following prompts and write a

1. Gustatory Imagery: Describe the taste of your

2. Olfactory Imagery: Paint a picture with words

Extend 3. Tactile Imagery: Write about the sensation of

4. Kinesthetic Imagery: Describe the feeling of

5. Visual Imagery: Depict a serene sunset over a

6. Auditory Imagery: Write about a

7. Gustatory Imagery: Describe the experience of

8. Olfactory Imagery: Convey the scent of a

9. Tactile Imagery: Write about the sensation of

10. Kinesthetic Imagery: Describe the feeling of

A. No. of learners who earned 80% in the

B. No. of learners who require additional

C. Did the remedial lessons work? No. of

D. No. of learners who continue to

E. Which of my strategies worked well?

F. What difficulties did I encounter which

G. What innovation or localized materials