A DETAILED LESSON PLAN IN ENGLISH 9 (HERBATIAN MODEL)

QUARTER 2 GRADE LEVEL: GRADE 9 TIME FRAME: 1 HOUR

WEEK NO. 3 MODULE NO. 1 DATE: DECEMBER 30, 2023
TOPIC/SUBJECT MATTER: SENSORY IMAGES
MATERIALS NEEDED: Laptop, Projector, Projector screen, White board and Marker or Chalk Board
REFERENCES:
Whole Brain Learning System Outcome-Based Education English 9 Learning Module
MELCS for English
https://youtu.be/uX413tALG7Q
https://youtu.be/eoNl1Ue5ZtQ
https://www.depednegor.net/uploads/8/3/5/2/8352879/english_9_lm_draft.pdf
CONTENT STANDARD: The learners demonstrate understanding and express appreciation of sensory
images.
PERFORMANCE STANDARD: The learners shall be able to produce a meaningful poem using sensory
images.
VALUES INTEGRATION:
• Empower self-confidence
• Demonstrate appreciation
• Develop positivity and optimism
I. LEARNING OBJECTIVES:
At the end of the lesson, the learners will be able to:

1. identify the different sensory imagery used in a sentence by answering the given exercises
with at least 80% of competency and accuracy;
2. show an appreciation on the importance of sensory images in understanding the world
specifically in literature by communicating their ideas in class recitation with confidence
and enthusiasm; and
3. write a meaningful poem by using the sensory images creatively with at least 90% accuracy
II. LEARNING PROCEDURE:
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. PRELIMINARIES

Good morning, class!

Good morning, teacher!
Thy sky seems to be in a good mood today, and it
seems like all of you are in a good mood, too. May I
ask how’s your day so far?
I am having a great day so far, teacher.
Thank you for your response, Ms. Riego! How about
you, Mr. Vega? Are you in the mood to learn and
discover today?
Yes, teacher! I am all ears today.
But before that, let’s check your attendance. Who
is absent today?
No one is absent today, teacher.
Alright! Great!

So, before we start with our lesson today, I would

like to remind you of our classroom rules. First, no
gadgets are allowed. Anyway, I think you won’t
need to use any gadgets so please keep your
phones inside your bags. Second, if you want to say
anything, raise your hand and wait for you to be
recognize. Are we all clear, class?
Yes, teacher.
Good. So, let’s start.

B. MOTIVATION (You Fill Up My Senses!)

Before we proceed with the formal discussion of

our lesson for today, let us first have an activity
called “You Fill Up My Senses!”

Here are the instructions:

1. First, I want you to group yourselves into four

(4) by counting one up to four. After which, I
want you to go to your group silently. Group 1
on this corner, Group 2 here, Group 3 there,
and Group 4 on that corner.

2. Second, each group will be given a table of

senses, in which you will be filling up with
words.

3. Third, listen actively to a song titled: “What a

Wonderful World,” by Louis Armstrong.

4. Finally, identify words or lines from the song

and determine what sense they tried to use.
 Put them on their corresponding senses
represented by the images or organs in the
table.
5. The group who has listed highest number of
correct words wins and will get additional
points.

Are the instructions clear?

Yes, teacher.
Great! You will be given 5 minutes to do the activity
with your group.
(Students will do the activity)
(After the activity…)

Now, let us check your work by giving score to each

team.
(Answers vary)
Congratulations Group ___. You will get additional
points on the next activity. Please write your names
on a ¼ sheet of paper.
Yes, teacher.
Did you enjoy the activity?
Yes, teacher.
Great! At this point, I want to ask you a question:
While listening to the song and identifying words,
did you try to imagine what is being sang by the
musician?
A: Yes, teacher.
B: No, teacher, because we were very much
concentrated on identifying which organ
corresponds with the lines from the song.
C: Same here, teacher.
But what have you noticed on the author’s style of
writing the song?
He used the different senses to describe what a
wonderful world is.
Can we extract lines from the song that used
different senses?
A: I see trees of green, and red roses, too.
B: I see skies of blue.
C: I see shaking friends.
D: I hear babies cry.

What senses do these represents?

A: See represents the sense of sight.
B: Shaking represents the sense of touch.
C: Hear represents the sense of hearing.
Very Good! How do these senses helped the writer
in describing what a wonderful world is?
The used of senses helps the writer to vividly
describe or convey his own experience of what a
wonderful world is. Through this, he is allowing
the listeners to also visualize and experience
what is being illustrated in the song.
That was a very insightful answer! Now, what do
you think will be our topic for today?
The used of senses in imagining the descriptive
word in literary pieces.
Awesome, you got it right! But in literature,
specifically in poetry, these senses that we have
tackled earlier are referred to as IMAGERY.

C. PRESENTATION

So, how do we define what imagery is, based on

your answers on our previous activity?
Imagery is a language designed to appeal
with the five senses.
Good. Imagery appeals to the sense of sight, touch,
smell, taste, and hearing. Because of this, imagery
has five types that activate a specific sense. So, I
asked you last meeting to bring a keypad phone
because today, we’ll be unlocking them one-by-one
through a game. Are you familiar with keypad
phones?
Yes, teacher.
Can someone tell how a keypad phone works in
typing?
Each number corresponds to 3-4 letters. You have
to tap the number according to the placement of
the letters you picked.
Yes, that is right. Today, we are going to unlock
terms by decoding codes with the help of keypad
phones. We are going to do this with the same
groupings.

Here is the instruction:

Using these given numbers, you must fill in the right
letters to form the type of imagery being asked. Are
we clear on that?
Yes, teacher.
First, we have…
888-444-7777-88-2-555
Visual.
Very good! On top of our list is Visual Imagery.
What sense does this relate to?
The sense of sight.
Okay! Visual Imagery describes how things
appear. It appeals to the sense of sight as it gives
information about the colour, size, brightness,
shape, and position (all in physical appearance).

I have here with me a poem titled, “Harlem” by

Langston Hughes.

What happens to a dream deferred?

Does it dry up
like a raisin in the sun?
Or fester like a sore—
And then run?
Does it stink like rotten meat?
Or crust and sugar over—
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?

May I ask everyone to read the poem and after

which, let us identify which lines from the poem
shows visual imagery?
(Students will read the poem altogether).
So, which lines of the poem shows visual imagery?

A: Does it dry up
like a raisin in the sun?

B: Or fester like a sore—

Why does the first line depict visual imagery?

A: The author used comparisons that match the
different senses. And you can only describe that
certain comparison through the use of your eyes.

How about the other line?

B: It gives you the depiction of a sore; how it
would look on your skin. Thus, using the sense of
sight, it describes a disturbing image of a sore in
your mind.

(Elicit other examples of visual imagery).

 Excellent! Next one is…
2-88-3-444-8-666-777-999
Auditory.

Good! This is Auditory Imagery. What sense does

this imagery relate to?
The sense of hearing.
Awesome! Auditory Imagery conveys how things
sound to an audience. Does our poem have an
auditory imagery in it? Can you extract lines from
the poem?
Or does it explode?
How so?
It expresses how a dream could be explosive
when deferred. Thus, the word explode gives it an
auditory image.
Awesome! (Elicits other examples of auditory
imagery.)

Here’s another type of imagery…

666-555-333-2-222-8-666-777-999
Olfactory
Great! Third on the list is the Olfactory Imagery.
Can you guess what sense does this relate to?
The sense of smell.
Good! Olfactory Imagery refers to that which we
can smell. Thus, olfactory imagery is the
description of smells and odors. What particular
from the poem activates this type of imagery?
Does it stink like rotten meat?
Here comes the fourth type…
8-2-222-8-444-555-33
Tactile.
Awesome! Can you guess which sense does the
Tactile Imagery relate to?
The sense of touch.
Good! Tactile Imagery refers to the sense of
touching things. Tactile imagery describes how
things feel to the touch. Are there lines in the poem
that appeals to the sense of touch?
A: Or fester like a sore—
B: Like a heavy load.
How so?
A: It describes how a deferred dream would feel
on the skin—which is like a sore.
How about the other line?
 B: I can only imagine how heavy a load is by
carrying it, though the author used it
metaphorically, it still activates the sense of
touch.
Great! (Elicits other examples of Tactile
Imagery).

We are down to our last type…

4-88-7777-8-2-8-666-7777-999
Gustatory.
Good! The last one is the Gustatory Imagery which
refers to what sense?
The sense of taste.
Awesome! Gustatory imagery refers to how things
taste. When writers use gustatory imagery, they
describe how things savor. Which line in the poem
does activate the sense of taste?
like a syrupy sweet?
How did the author use Gustatory Imagery in this
line?
The author assumes how the deferred dream
would taste, and he compared it to a sweet syrup.

Well said! (Elicits other examples of Gustatory

Imagery.)

So, those are the five types of imagery. Do you have

any questions before we proceed?
None, teacher.

D. COMPARISON/ASSOCIATION

Now, let us try to dive deeper by integrating our

lesson in real-life situation for us to appreciate the
importance of imageries.

So, I will show you pictures and you will have to

identify what type of imagery is needed in order to
perform the following activities.

1. COOKING We need our visual and gustatory in order for us

to be able to cook.
You’re right! How about the next one?

2. READING We need our sense of sight or visual in order for

us to read a book.

Good job! How about the last image?

3. LISTEN TO MUSIC We need our sense of hearing or auditory to

listen to our favorite music.

Great job! Can you also give examples in which you

are using sensory images beyond academic
purposes?
A: I use olfactory whenever I buy my perfume.
B: I use visual to watch my favorite K-Drama.
C: I use tactile in order to hug my friend.
So, you see, sensory images are not only used for
academic context, they are also literally being used
in our everyday activities.

In literature, authors or writers employ sensory

images in order for their readers to vividly visualize
a scene in a text and understand it better. In the
same way, we also use our senses in real-life
situations in order to understand and function in
the world.

E. GENERALIZATION

Now, can someone enumerate the five (5) types of

imagery again and what sense they appeal to? Visual - sense of sight
Auditory - sense of hearing
Olfactory - Sense of smell
Tactile - sense of touch
Gustatory - sense of taste
Awesome! How important is imagery in
literature?
As human beings we understand the world
through our senses: what we see, what we hear,
what we smell, what we taste, and what we
touch. To represent this process in their literary
works storytellers and poets use language
designed to appeal to these senses. This language
is called imagery. This helps us readers to picture
out the events that they are trying to paint with
their words.
Very well said students. I am happy to know that
you get to appreciate and learn something from
our discussion.

So, again, Visual, Auditory, Olfactory, Tactile, and

Gustatory are the five types of imagery or what we
call sensory images. These vivid linguistic
descriptions or imageries enhance the reader's
comprehension. They are crucial to improving the
audience's or reader's experience with the text by
immersing them more deeply through appealing to
their senses. In particular, they help writers in
evoking vivid scenarios and encourage readers'
imagination.

Now, do you have any questions before we

proceed?
None, teacher.
If that is so, at this point, I think you are now ready
enough to have our next activity.

F. APPLICATION (Guess the Sense!)

We are going to have an activity titled “Guess the

Sense.” Using the same groupings, write down
each type of imagery in ½ crosswise paper.
Sentences will be flashed on the screen and you
are going to identify what type of imagery used
in those statements. You are only given 5 seconds
to answer. When time-is-up, raise your answers
immediately. Late answers will not be
accommodated.
(With the same groupings, the students will have
to determine what type of imagery is being
activated in the poetic lines.)
1. a. He could hear the footsteps of doom nearing. (Auditory)

2. b. She was like a breath of fresh air infusing life (Olfactory)

back to him.

3. c. The pot was a red as a tongue after eating a (Gustatory/Visual)

cherry flavored ring pop.

4. d. Her blue eyes were as bright as the sun, blue (Visual)

as the sky, but soft as silk.

5. e. The music coursed through us, shaking our (Auditory/Tactile)

bodies as if it came from within us.

6. f. A host, of golden daffodils; Beside the lake, (Visual)

beneath the trees.

7. g. The winter evening settles down w ith smell (Gustatory)

of steaks in passageways.

8. h. You dozed, and watched the night revealing (Visual)

The thousand sordid images

9. i. Angels of rain and lightning:there are spread (Visual)

On the blue surface of thine aëry surge,
Like the bright hair uplifted from the head

j. By shallow Rivers to whose falls (Auditory)

Melodious birds sing Madrigals.

k. And I will make thee beds of Roses (Olfactory)

And a thousand fragrant posies,

l. Hath his front built of alabaster pure; (Visual)

Gold is the covering of that stately place.

m. Or is it only the breeze, in its listlessness (Tactile)

Travelling across the wet mead to me here,

n. You come to me quiet as rain not yet fallen (Auditory)

o. Pork chops brown and fresh ground round (Visual)

(I crave them all the time).

p. The thirst that from the soul doth rise (Gustatory)

Doth ask a drink divine;
But might I of Jove’s nectar sup,
 G. EVALUATION (Pictures Come Too Wordy!)

Instruction: Imagine travelling to your dream place, experiencing their culture, exploring their
environment and knowing their history. Now, you are going to describe your trip through a poem. Make
sure that your poem appeals to all the types of imagery that we discussed for readers to vividly picture
out your experience. Refer to the rubrics below:

III. REMARKS
 Prepared by:

REGEENE T. CABANSAG
JUSTIN V. CARIAGA
JOSHUA DAVID A. GAMET
KRISTINE CLAIRE V. GAMIAO
VIDA AMORELLE PACRIS
Prof Ed Students

Checked by:

DR. ELSIE RIVERA MARCELINO

Teacher, Educ 112

 cte@mmsu.edu.ph
www.mmsu.edu.ph