Republic of the Philippines

Department of Education
NATIONAL CAPITAL REGION
SCHOOL DIVISION OF PASIG CITY

DETAILED LESSON PLAN IN ENGLISH 9

I. OBJECTIVES
A.Content Standard The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of enhancing the self;
also how to use processing, assessing, summarizing information,
word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate
actively in a speech choir.
B.Performance The learner actively participates in a speech choir through using
Standard effective verbal and non-verbal strategies based on the following
criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/
Gestures and Audience Contact.
C. Learning Objectives At the end of the lesson, the students will be able to:
1. Define the sensory imagery.
2. Identify lines from the song showing sensory images.
3. Express appreciation for sensory images used.
(EN9LT-Id2.2.1)
II. CONTENT Sensory Imagery
REFERENCES Liza R. Almonte et.al, “A Journey Through Anglo-American Literature,”
English Learner’s Material for Grade 9, (Pasig City: Vibal Group,
Inc., 2014).
https://www.slideshare.net/nylabaran/imagery-and-meaning
https://www.slideserve.com/lis/sensory-imagery
MATERIALS Power Point Presentation, Visual aids, Box, Quiz worksheets and
Others (Laptop, Projector/TV)
III. PROCEDURES
Teacher’s Activity Learner’s Activity
A. PRELIMINARY ACTIVITIES
• Greetings
“Good morning, class!” “Good morning, ma’am!”

• Prayer
“Let us all stand and pray. May I ask someone (Selecting student to lead the prayer)
to lead the prayer?”
• Classroom Management “We’re good ma’am!”
“How are you this morning?”
“That’s good to hear. Before you take your seat, (The students are picking up the pieces of
please make sure that your chairs are properly paper under their chair.)
aligned and kindly pick up the pieces of paper
under your chair.” “Thank you, ma’am.”

“You may take your seats.”

• Checking of Attendance (The class secretary will report the attendance)

“Do we have absentees today? May I ask the

secretary of the class to know who are absent “None, ma’am.”
today?”
“I’m so glad that everyone is present today.”
B. DEVELOPING ACTIVITIES
⚫ Review
“Alright, let’s review your previous lesson.” (The student will share what they learned from
the previous topic. Students answer will vary
“That’s great, thank you!”
according to their previous lesson.)
⚫ Motivation
“Before we proceed with our lesson for today,
let’s have a game first.”
This is entitled “What’s in the box?”.
“I need one representative from each group
here in front.”
Mechanics:
Representative from each group will stand (Each group will select their representative.)
behind the box.
You will play this game with a blindfold.
(Group representatives will go in front.)
Insert your hand in the hole of the box.
You only have 30 seconds to identify what’s
(Each representative will guess what’s in the
inside the box. You can use all of your senses
box using their senses.)
except sense of sight.
Note: Coaching is not allowed.
(Each representative will write his/her answer
Object 1- Lato-Lato
on the white board then show it to the class.)
Object 2- Jelly ace
Object 3- Sand paper
Object 4- Oregano leaves

“After guessing what’s in the box you’ll write

your answers on the whiteboard then show it to
your classmates. Each representative will take
turns.”
C. ACTIVITY
“Let’s listen to a song entitled “A Wonderful (Students will listen to the song.)
World by Louis Armstrong”

Background of the song writer

Louis Daniel Armstrong

American trumpeter, composer, vocalist and

occasional actor who was one of the most
influential figures in jazz.

“Everybody please listen actively as I play the

song because I will only play the song twice.”
 What A Wonderful World

I see trees of green, red roses too

I see them bloom, for me and you
And I think to myself
What a wonderful world

I see skies of blue and clouds of white

Bright blessed days, dark sacred nights
And I think to myself
What a wonderful world
The colors of the rainbow
So pretty in the sky
Are also on the faces
Of people going by
I see friends shaking hands, saying how do you
do
They're really saying, I love you

I hear babies cry, I watch them grow

They'll learn much more
Than I'll never know
And I think to myself
What a wonderful world
Yes, I think to myself
What a wonderful world.

“What is the purpose of the song?”

“Can you still describe our world is still

wonderful? Why or why not?”

“What are the words you find to the song that

can help you to imagine the scene clearly?”
(Students answer will vary.)
“With the same group you have earlier we will
play a game. We will call it,
“You Fill Up My Senses”

“This time, each group will be given 3 paper

strips with text from the song we have heard
earlier, also, I added other text from poems
about nature and you have to paste on the table
of senses.”

“You have to identify what sense the line from

the song tries to use represented by images or
organs use for senses.”
(Students will go to their respective groups.)

1. I see trees of green, red roses too.

2. I see skies of blue and clouds of white.
3. I hear babies cry.
4. Bees are buzzing all around.
5. Warm breeze blowing on my face.
6. Soft green grass tickles my feet.
7. The smell of new flowers are very sweet.
 8. Ice cream makes my mouth feel cold.
9. The soggy cone is hard to hold.
10. The sights of spring are here to hold.
11. The sweet smell of sugar seems to call
me in the evenings.
12. The lure of its deliciousness is hard to
resist.

“I will give you (2) minutes to read and plan with (Students paste their answers.)
your group. In answering, each group will take
turns having thirty (30) seconds to do the task.
Once pasted the answer is final.”

Let’s start with Group 1 to paste their answers.

Thank you Group 1.

Let us proceed with Group 2.

Thank you.

Your turn Group 3.

Thank you.

Lastly, Group 4. Thank you.

Now, let us check your work by giving score to

each group.

Congratulations Group ____. Please return

now silently to your own chairs.

D. ANALYSIS
(Students will raise their hand to answer.)
“The es- SENSE”
(Students answer may vary.)
“Base on the games we’ve done earlier (What’s
in the box and You Fill Up My Senses) what “We used our senses , ma’am.”
have you noticed?” “Sense of sight, taste, smell, touch and
“What are the senses did you used?” hearing.”

“How do these senses help our writers?” “It helps to describe what the writer is trying to
tell.”
“Thus, sense of sight, taste, touch, hear and
smell are senses expressed on literary pieces “It’s called Sensory Images or Imagery.”
are called?”

E. ABSTRACTION
Sensory Images or Imagery is the literary term
used for language and description that appeal
to our senses. Sensory imagery explores the
five human senses: sight, hearing, taste, touch
and smell.
It involves the use of descriptive language to
create mental images.
“Anyone from the class who can read, The
Sight?”
The Sight
(Student will read the definition.)
The sense of sight or also called Visual imagery
is what you can see, and includes visual
descriptions. Physical attributes including color,
size, shape, lightness and darkness, shadows
and shades.
For an example,
The sunset was the most gorgeous they ever
seen: the clouds were edged with pink and
gold.

The Taste
The sense of taste or Gustatory Imagery is what
you can taste and includes flavors. This can
include the five basic tastes – sweet, salty,
bitter, sour, and umami as well as the textures
and sensations tied to the act of eating.
Example: The familiar tang of his grandmothers
cranberry sauce reminded him his youth.
“Can anyone give me another example?” (The students will raise their hand to answer.)
The Touch “The spicy Korean noodles burned my throat.”
The sense of touch or Tactile Imagery is what
you can feel and includes textures and the
sensations a human being experiences when
touching something. Differences in temperature
is also part of tactile imagery.

Example: The tree bark was rough against my

skin.
“Can anyone give me another example?”
The Hearing
“The girl ran her hands on a soft satin fabric.”
The sense of hearing or Auditory Imagery is the
way things sound. Literary devices such as
onomatopoeia and alliteration can help create
sounds in writing.
For example: The concert was so loud that her
ears rang for days afterwards.

“Let’s proceed with the sense of smell, can

anyone please read?”
The Smell
The sense of smell or Olfactory Imagery is one
of the most direct triggers of memory and
emotion, but can be difficult to write about.
Since taste and smell are so closely linked, (Student will read the definition.)
you’ll sometimes find the same words (such as
sweet) used to describe both. Simile is common
in olfactory imagery, because it allows writers to
compare a particular scent to common smells
like dirt, grass, or roses.
Example: Eating the curry, his breath reeked of
garlic.
“The fragrance of spring flowers made her
“Can anyone give me another example?”
joyful.”
“Very Good!”
“Any questions or clarifications?”
“No ma’am.”
“Wonderful, Let’s proceed with your group
activity.”
F. APPLICATION
GROUP ACTIVITY: IT MAKE SENSE
Directions: The students will be divided into 4
Groups. Each group will select a representative
to pick between linguistic and acting
performance.
In this activity, you will use sensory imagery in
any of the following: acting or writing a poem
(depending on what they have picked) (Each group will select their representatives.)

LINGUISTIC:
The students will create a 4-line poem using
sensory imagery.
(Representatives will pick.)

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:
• Go to your group quietly.
• Form a circle.
• Minimize your voice while doing your
group activity. (Students will go to their respective groups.)
• Do not hesitate to ask questions to your
teacher.
• Be respectful. Be quiet while other
(Students will present their work.)
groups are performing.
• You will be given only 5 minutes for this
activity.

After that, return to your seats properly.

G. GENERALIZATION
1. What are the five types of sensory imagery? “The five types of sensory imagery are visual
2. How important is the use of sensory Imagery or sense of Sight, Olfactory Imagery
imagery? In our daily life? Cite an example. or sense of Smell, Gustatory Imagery or sense
of Taste, Auditory Imagery or sense of Hearing
3. How are you going to show appreciation in
and Tactile Imagery or sense of Touch ma’am”
the God-given gifts such as the completeness
of your sensory organs? (Students answer may vary.)
“Very good!”
“Do you have any questions?” “None ma’am.”
IV. EVALUATION
Test your Knowledge!
Directions: Read the following sentences. Encircle the letter of the correct answer.
1. The salty flavor of salt water taffy was Carrie’s very favorite thing about going to the beach for
summer vacation.
a. Visual Imagery b. Tactile Imagery c. Auditory Imagery d. Gustatory Imagery
2.The air was filled with the smell of sulfur and the sound of gunfire.
a. Gustatory Imagery b. Auditory Imagery c. Olfactory Imagery d. Visual Imagery
3.The night was black as ever, but bright stars lit up the sky.
a. Gustatory Imagery b. Visual Imagery c. Olfactory Imagery d. Tactile Imagery
4. Anna, the minute she set her eyes on him, let loose the scream of her life.
a. Olfactory Imagery b. Visual Imagery c. Gustatory Imagery d. Auditory Imagery
5. She smelled as sweet as roses.
a. Tactile Imagery b. Olfactory Imagery c. Auditory Imagery d. Visual Imagery
6. She served the bland sea-shell pasta with the sweet mariana sauce.
a. Visual Imagery b. Tactile Imagery c. Gustatory Imagery d. Olfactory Imagery
7. Sarah placed her bare hand on the cold snow.
a. Tactile Imagery b. Visual Imagery c. Olfactory Imagery d. Gustatory Imagery
8. 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
9.The rooster crowed at early dawn, a sign that it was the time to start the day.
a. Olfactory Imagery b. Auditory Imagery c. Tactile Imagery d. Visual Imagery
10.The feeling of a fuzzy blanket on a cold night is heaven.
a. Auditory Imagery b. Olfactory Imagery c. Tactile Imagery d. Gustatory Imagery

V. ASSIGNMENT
Directions: Create a haiku or at least one stanza of a poem using sensory images or imagery.

Prepared by:

MERICRIS D. DELA CRUZ

Teacher I Applicant
Name: Date:
Directions: Read the following sentences. Determine if it is Tactile, Visual, Gustatory, Auditory, and
Olfactory.

_______________1.The salty flavor of salt water taffy was Carrie’s very favorite thing about going to
the beach for summer vacation.
_______________2.The air was filled with the smell of sulfur and the sound of gunfire.
_______________3.The night was black as ever, but bright stars lit up the sky.
_______________4. Anna, the minute she set her eyes on him, let, loose the scream of her life.
_______________5. She smelled as sweet as roses.
_______________6.She served the bland sea-shell pasta with the sweet mariana sauce.
_______________7.Sarah placed her bare hand on the cold snow.
_______________8. Jason took one at the cupcake in front of him and couldn’t wait another second.
______________9.The rooster crowed at early dawn, a sign that it was the time to start the day.
_______________10.The feeling of a fuzzy blanket on a cold night is heaven.

Name: Date:
Directions: Read the following sentences. Determine if it is Tactile, Visual, Gustatory, Auditory, and
Olfactory.

_______________1.The salty flavor of salt water taffy was Carrie’s very favorite thing about going to
the beach for summer vacation.
_______________2.The air was filled with the smell of sulfur and the sound of gunfire.
_______________3.The night was black as ever, but bright stars lit up the sky.
_______________4. Anna, the minute she set her eyes on him, let, loose the scream of her life.
_______________5. She smelled as sweet as roses.
_______________6.She served the bland sea-shell pasta with the sweet mariana sauce.
_______________7.Sarah placed her bare hand on the cold snow.
_______________8. Jason took one at the cupcake in front of him and couldn’t wait another second.
______________9.The rooster crowed at early dawn, a sign that it was the time to start the day.
_______________10.The feeling of a fuzzy blanket on a cold night is heaven.