LEARNING PLAN in ENGLISH

Grade Level: Grade 10 NVM Gonzalez

Quarter: Fourth Quarter
Teacher: Charles Yves Damayo-Millan
Date: March 5, 2017

I. LESSON OBJECTIVES:

At the end of a sixty-minute period, students will be able to:

A. identify sensory images by recalling the story ‘The Little Prince’;
B. express appreciation for sensory images used in the story; and
C. interpret the reading text through differentiated tasks.

II. SUBJECT MATTER:

A. Topic: Module 4: Lesson 1-Respecting Differences

Sensory Images (Imagery)
Approach-Used: Affective-Humanistic

B. References:
Language in Literature: Celebrating Diversity through World Literature © 2015: pp. 408-414

Grade 10 Curriculum Guide: 4th Quarter LT: Literature (EN10LT-Iva-2.2.1)

C. Materials: projector and speaker (AVP), markers, manila papers, cartolina, visual aids

III. PROCEDURE:

A. Prayer

B. Checking of Attendance (done through the class beadle)

C. Review & Motivation

(The teacher will facilitate the review lesson by using pictures from the story “The Little Prince”.
The pictures that will be shown are the different characters and their planets that the Little Prince
encountered during his travel. Meanwhile, during the review process, the teacher will employ a
game, which will serve as a motivation, as means of calling the students who will share their
reflection or answers based on the guide question given.)

Game: Hey! Yo! Sit! Stand! (The mechanics of the game will be explained by the teacher)

D. Lesson Proper (Sensory Images)

(The teacher will briefly discuss and activate prior learning of students on the five senses which is
useful in creating vivid images in reading literary pieces. Example lines from a literary text will be
given for students to speculate and assess for themselves.)
 Sensory Images
SIGHT is to VISUAL
HEARING is to AUDITORY
SMELL is to OLFACTORY
TASTE is to GUSTATORY
TOUCH is to TACTILE

Imagery
 An image is language that describes something that can be seen, heard, touched,
tasted, or smelled.
 The images in a literary work are referred to, when considered together, as the
work’s imagery.

Example sentences or lines from poems with sensory images:

 The sun’s beams shimmered and danced on the ocean’s gentle waves. SIGHT
 The fragrant roses drifted through the room like elusive ghosts. SMELL
 Although they could not see outside the cabin, they could her the eerie tapping,
tapping, tapping, of his knife upon their door. SOUND
 The cheesecake’s exquisite flavor traveled from his tongue to his spine. TASTE
 The icy breeze gently brushed against the hair on her neck, and goose-bumps shortly
followed. TOUCH

E. Drills for the Sensory Images (by group)

 Task 6: Sensations (this task is taken from the textbook of the students)
(The students are to describe the Little Prince and the Fox by writing a sentence that
would appeal to the senses. They will be reminded that they should use words that
will create pictures in the minds of their readers. They will be guided with the
graphic organizer below to help them with the activity.)

F. Group Activity
(This time, the students, with the use of their groupings, will accomplish differentiated tasks
based on their interpretation of the reading text. They are encouraged to use sensory images
in their piece/work.)
Task 7 SGDW
Group 1: (Verbal-linguistic Group)
Task: Compose an open letter to the different planets that the Little Prince visited.
Your letter must focus on how each of these planets may achieve lasting peace

Group 2: (Visual-Spatial Group)

Task: Create a big greeting card with a message promoting respect for differences.

Group 3: (Bodily Kinesthetic Group)

Task: Role play a scenario when the Little Prince met the Fox

Group 4: (Musical Group)

Task: Write a song about the Little Prince’s travel and sing it in front of the class.
 Group 5: (Interpersonal Group)
Task: Your group is part of the Student Government and the Little Prince is the
President. Design a school program that would foster friendship and camaraderie.

IV. GENERALIZATION:
 Therefore, how will you express appreciation on sensory images being used in
literary text?

 Sensory Images are useful in reading a literary text. It makes the readers
vividly picture-out or create a movie-like scenario in their minds. Thus, it can
improve better comprehension.

V. EVALUATION: (1/4 sheet of paper)

Directions: Choose the letter of your answer.

1. ‘Gregor’s eyes turned next to the window, and the overcast sky – one could hear raindrops
beating on the window gutter – made him quite melancholy.’ What sensory imagery does Franz
Kafka use in this passage from his short story, ‘The Metamorphosis’?
A. sound and taste C. taste and touch
B. sight and touch D. sight and sound
2. ‘No doubt I now grew very pale; - but I talked more fluently, and with a heightened voice.
Yet the sound increased – and what could I do? It was a low, dull, quick sound – much such
sound as what makes when enveloped in cotton. I gasped for breath – and yet the officers
heard it not.’ What imagery does Edgar Allan Poe use in this extract from his short story, ‘The
Tell-Tale Heart’?
A. auditory imagery C. olfactory imagery
B. gustatory imagery D. tactile imagery
3. ‘He was not interested in the snow. When he got off the freight, one early evening during
the depression, Sergeant never even noticed the snow. But he must have felt t seeping down
his neck, cold, wet, sopping in his shoes.’ What imagery does Langston Hughes use this excerpt
from his short story, ‘On the Road’?
A. auditory imagery C. olfactory imagery
B. gustatory imagery D. sight and sound
4. ‘The world is charged with grandeur of God,/ It will flame out, like shining from shook foil;/
it gathers to a greatness. Like the ooze of oil/ Crushed.’ What imagery has Gerard Manley
Hopkins used in his poem, ‘God’s Grandeur’?
A. visual imagery C. tactile imagery
B. auditory imagery D. gustatory imagery
5. 'The Palace Hotel at Fort Romper was painted a light blue, a shade that is on the legs of a
kind of heron, causing the bird to declare its position against any background. The Palace
Hotel, then, was always screaming and howling in a way that made the dazzling winter
landscape of Nebraska seem only a grey swampish hush.' - What sensory imagery does this
passage from Stephen Crane's short story, 'The Blue Hotel', use?
A. smell and sound C. sight and sound
B. sight and touch D. sound and touch
6. 'The floor boards have a sour breath / Cadaver lips apart, / The ribbed planks, furred with
dust / Smell like a beast in the zoo.' - What imagery has Louis Grudin used in his poem, 'Dust on
Spring Street'?
A. tactile imagery C. auditory imagery
B. visual and auditory imagery D. visual and olfactory imagery

VI. ASSIGNMENT:

Directions: Have an advance reading on Amelia Earhart’s biography.