EMILIO V.

QUIZON NATIONAL HIGH SCHOOL

(Formerly Camflora National High School Annex)
Talisay, San Andres, Quezon

Name of Grade
Hannah D. Arguelles 10
Teacher Level
Learning English Quarter 3rd Topic Sensory Imagery
Area Date March 20, 2023
Content Standard The learner demonstrates understanding of how world literatures
and other text types serve as vehicles of expressing and resolving
conflicts among individuals or groups; also, how to use strategies in
critical reading, listening, and viewing, and affirmation and
negation markers to deliver impromptu and extemporaneous
speeches.
Performance Standard The learner skillfully delivers a speech for a special occasion through
utilizing effective verbal and non-verbal strategies
and ICT resources.
Most Essential Learning EN10LT-IIIa-2.2.1: Express appreciation for sensory
Competency images used

I. OBJECTIVE/S: At the end of the lesson, you are able to:

A. Define sensory imagery;
B. Identify the sensory imagery used in a sentence; and
C. Appreciate the importance of sensory image.

II. SUBJECT MATTER: Sensory Imagery

MATERIALS: Self-Learning Modules, Books, Video Lesson, Power point Presentation,
Laptop, Cell Phone, Activity Sheet, Visual Aids, Pen and Paper, Paper Tape
REFERENCE: G10 English Learners Module and Self-Learning Modules

III. PROCEDURE

1. A. Preparatory Activity
Prayer
Checking of Attendance
Review of the past lesson

1. B. Priming Activity
“Picture-sense”
Direction:
1. The teacher will flash phrases/lines of poem on a screen, allowing the student read the
lines. Make them visualize, anticipate and imagine what do the lines of the poem trying to
convey.
2. Show them a picture or an image related to the lines of the poem or phrases and ask them
with the question “Is this what you had imagined and visualized a while ago after reading
the lines?”

1. C. Main Activity
“Sense-ational Puzzles”
Direction:
1. The class will be divided into 5 groups, each group will be provided with a stanza of
a poem that uses words that appeal to the five senses of human, the printed stanzas
of the poem were cut into pieces. Wherein, those stanzas of the poem when
arranged and paste accordingly will form an image of one of the five senses when
flip on the other side.
2. The allotted time for the activity is 3 minutes.
2. ANALYSIS
1. What can you notice with the poem used in the activity?
2. How were you able to combine the pieces of paper to complete the concept of the poem?
3. With the activities that you just have performed, what do you think is the focus of our
lesson today?

3. ABSTRACTION
Sensory images, also known as sensory details or sensory language, are words and phrases
that create vivid and detailed descriptions of how something looks, feels, smells, tastes, or sounds.
These images appeal to the reader's senses, helping them to visualize and experience the world of
the text in a more concrete and immersive way. For example, a sensory image might describe the
scent of fresh flowers, the sound of a thunderstorm , the taste of a ripe fruit , the texture of rough
sandpaper, or the sight of a brilliant sunset . Sensory images are often used in literature, poetry, and
other forms of writing to create a more engaging and memorable reading experience.

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

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

1. Visual Imagery (Sight)

 It focuses on the physical attributes of a person, objects, and place.
 It includes:
- Color - Lightness or darkness
- Size - Shade or hue
- Shape - Pattern

Example:
HONEYBEES
Honeybees are a bright sunny yellow,
And they’re busy all day with the chore
Of filling their hives up with honey
(I’ve heard it’s a food they adore)

2. Olfactory Imagery (Smell)

  It describes what we smell
 It includes fragrance and odor
Example:
COFFEE
smell it brewing
tantalizing aroma
tickles my nose

taste the rich essence

black with a touch of cream...
chocolate on top
a sprinkle of nuts
3. Gustatory Imagery (Taste)
 It focuses on how the food tastes
 It includes the five basic tastes:
- salty, sweet, sour, bitter, savory
Example: I Ate a Chili Pepper
I ate a Chili pepper I ate that chili pepper –
On a lunch-time dare; Left not a seed to waste –
Sandy said I’d burn my mouth, And won that truly silly bet,
But I didn’t care. But lost my sense of taste

4. Auditory Imagery (Hearing)

 It focuses on how the way things sound
 It includes alliteration and onomatopoeia in creating sounds

5. Tactile Imagery (Touch)

 It focuses on what we can feel when we touch something.
 It includes
- where you can feel it - soft or hard
- temperature - slime or sticky
- textile (smooth or rough) - blunt or printed

Example: SNOW KISSES

If you go out when it’s snowing

And look up at the sky,
You’ll feel lots of icy kisses.
As the snowflakes flutter by.
Questions:
1. What is the importance of the five different senses to our daily lives as a human?
2. Have you known someone who has incomplete senses? A person with disability or
impairment? What will you feel if you had the same disability or impairment?
3. What is the importance of using sensory imagery in literature such as story and poem?

4. APPLICATION
Direction:
 1. The class will be divided into 5 groups, each group will be provided with papers, double
sided tape, and markers. They have to write sentences/phrases as many as they can
using the different sensory images.
2. Every sentence they constructed shall be written in a provided paper and stick them to
the corresponding body parts of one of their group members to serve as their model.
The time allotted for this activity is 5 minutes.
3. After 5 minutes, one representative for each group shall present their constructed
sentences. The teacher will decide whether the sentences provided by the group are
grammatically correct and shall receive corresponding points.

IV. EVALUATION
Direction: Identify what types of sensory imagery is used in each sentence. Write VI for visual
imagery, OI for olfactory imagery, TI for tactile imagery, AI for auditory imagery and GI for
gustatory imagery.
_____________1. The trees rustled as the wind whistled gently through the leaves.
_____________2. My toes went numb and a shiver ran through my body as I stepped into the cold river.
_____________3. The stench of rotting garbage overpowered my nostrils when I opened the bin.
_____________4. Her mouth watered and her tongue burned as she bit into the sour, peppery mango
chow.
_____________5. The golden rays of the setting sun reflected upon the clear waters of the lake.

Answers:
1. AI
2. TI
3. OI
4. GI
5. VI

V. CLOSING/ASSIGNMENT
Paint or draw your own visualization of the 1st stanza of the poem “Daffodils” by William
Wordsworth. Do it on a ¼ illustration board. Here is the stanza of the poem.

I wandered lonely as a cloud

That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.

Prepared by: Checked by:

HANNAH D. ARGUELLES ROUSELL LITO E. ALVA

Teacher I Assistant Principal II