Republic of the Philippines

Province of Cebu
City of Talisay
TALISAY CITY COLLEGE
Poblacion,Talisay City, Cebu
2nd Semester, Academic Year 2024 - 2025

LEARNING PLAN FOR GRADE 11 - HUMSS - ORAL COMMUNICATION IN

CONTEXT
COMPTENCIES: Distinguishes between and among patterns of development in writing across disciplines
EN11/12RWS-IIIbf-3 ;

Identifies properties of a well-written text EN11/12RWS-IIIgh-4

I. Objectives  At the end of the lesson, the students will be able to:

Define sensory imagery

Identify examples of sensory imagery in descriptive texts;
Appreciate how sensory imagery enhances descriptive writing
Main Topic: Patterns of Development in Writing Across Disciplines
II. Subject
Matter Subtopic: Sensory Imagery in Descriptive Writing

Materials :  Visual Aids

 Printouts
 Whiteboard Marker
 Worksheets
REFERENCE: SHS-Core_Reading-and-Writing-CG.pdf
BOOKS/ WEBSITES
Allotted Time : 1 hour

III. PROCEDURE REVIEW/

PRELIMINARY 1. Greetings/Prayers
ACTIVITY
2. Classroom Management

3. Attendance Checking

4. Seating Arrangement

5. Recap

LESSON PROPER: * The teacher will present the various objects with distinct
sensory qualities.
MOTIVATION * The teacher will ask the students to focus on one object at a
time and describe it based on what they see, smell, touch, taste
(if applicable and safe), and hear.

* The teacher will ask:

* What words did you use to describe what you saw? (Sight)
* What words did you use to describe what you smelled?
(Smell)
* What words did you use to describe what you felt? (Touch)
* What words did you use to describe what you tasted?
(Taste)
* What words did you use to describe what you heard?
(Sound)

* The teacher will write down some of the students' descriptive

words on the board.
ANALYSIS CHECKING THEIR UNDERSTANDING

• The teacher asks the students for their insights about the given
activity:

1.How did focusing on each sense individually change your

description?
2.Which sense was the easiest/most difficult to describe? Why?
3.How does using sensory details make a description more
effective?

• Essential Questions:
• Why is sensory imagery important in descriptive writing?
• How does sensory imagery help the reader connect with the
text?
• What are the limitations (if any) of relying on sensory imagery?
 ABSTRACTION - * The teacher will reiterate the definition of sensory imagery and the five
senses it appeals to.

* The teacher will provide examples of sentences from descriptive texts

that showcase strong sensory imagery for each of the five senses.

Sight: The old house stood silhouetted against the twilight sky, its broken
windows like vacant eyes staring into the darkness.

Sound: A sudden clap of thunder rattled the windows, followed by the

steady drumming of rain on the roof.

Smell: The air in the spice market was thick with the pungent aroma of
turmeric, cumin, and ginger.

Taste: The first bite of the ripe mango was an explosion of sweet, tangy
juice on my tongue.

Touch: The worn leather of the antique book felt smooth and cool beneath
my fingertips.

* The teacher will discuss how sensory imagery helps the reader connect
with the writing on a deeper level, making it more immersive and
memorable.

* The teacher will link the use of sensory imagery to the properties of a
well-written text, specifically vivid language, clarity, and coherence
APPLICATION - * The students will participate in the following activities:
* Sensory Detail Hunt: The teacher will provide a short descriptive
passage, and students will identify and categorize the sensory details used
(sight, sound, smell, taste, touch).
* Sentence Transformation: The teacher will provide simple sentences
and ask students to rewrite them, incorporating vivid sensory imagery. For
example:
* Simple: The flower was pretty.
* With Imagery: The velvety petals of the crimson rose unfurled,
releasing a sweet, heady perfume into the warm air.
* Descriptive Paragraph Creation: Students will choose one of the
objects from the motivation activity or a familiar setting and write a short
paragraph describing it, consciously using details that appeal to at least
three different senses.

IV.
ASSESSMENT * The students will be assessed based on:
* Their ability to accurately define sensory imagery (cognitive).
* Their success in identifying sensory details in given texts (psychomotor).
* The effectiveness and creativity of their sentences using sensory imagery (psychomotor).
* The clarity, organization, and use of varied sensory details in their descriptive paragraph
(psychomotor).
* Their demonstrated understanding of how sensory imagery enhances descriptive writing
(affective, observed through participation and written application).
V. ASSIGNMENT
* The students will choose a significant memory and write a descriptive paragraph (100-150
words) focusing on incorporating vivid sensory details to recreate the experience for the reader.
They should aim to use details from at least four of the five senses.

Prepared by:

Student Teacher: Kharrel Anne B. Gabison BSED-English 3-Coach