Semi- Detailed Lesson Plan in English 9

I. Objectives
At the end of the lesson, the students should be able to:
1. Express appreciation for sensory images used
2. Identify the imagery used in the selected piece of literature
3. Summarize the contents of the material viewed
4. Analyze literature in enhancing in one’s self

II. Subject Matter:

a. Grammar: Sensory Images
b. Literature: “The Day of Destiny” from Morte D’Arthur by Sir Thomas Malory
c. Reference: A Journey Through Anglo -American Literature, pg. 20-21
d. Materials: video presentation, worksheet, laptop, pictures

III. Procedure
a. Preparatory Activities
The teacher greets the students, check the attendance and then asks them to keep
away unnecessary things from their desks.

b. Motivation
The teacher will show the class a video presentation about the role of the youth in
the taking care of the environment.

The students will be asked to answer the following questions:

1. As seen in the video, what could be the cause of that specific

phenomenon in the environment?
2. What is the challenge to the youth based on the video
presented?
3. As a youth, how would you rise to the challenge?
4. What do you think motivated the students to made the video?

c. Lesson Proper
 The teacher will post pictures of different Philippine heroes and
successful men. The students will then identify how these people
became heroes and why they are considered a great man. Finally,
teacher will ask the students “What does it take to be a great man?”
  The teacher will present the story of The Legend of King Arthur.

 The students will answer the following questions after watching

the video.

1. How would you describe King Arthur as a king?

2. What is King Arthur’s greatest legacy?
3. What great deed did King Arthur as he lived in life?
4. How do the video or images presented help you experience a
scene in the life of King Arthur?

 The teacher will discuss the purpose of painting word pictures or

images that appeal to the readers’ sense of sight, sound, smell, taste
and touch in poetry and in prose composition.

 The teacher will show more examples of literature pieces that use
varied sensory imagery.

d. Application
Group Activity: The class will be divided into four groups. Each groups
will be given one picture. The groups need to come up with a short paragraph
relating to the set of images using sensory imagery words.

e. Generalization
What did you learn about the use of sensory imagery in writing a
composition? What effect does it give to your work?
IV. Evaluation
Identify what sensory imagery that is described in the literary pieces and
underlined all the words that help to create that imagery.
1. A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing
in the breeze. Continuous as the stars that shine And twinkle on the milky way, They
stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
-I Wandered Lonely as a Cloud by William Wordsworth
2. For ever the queen and ladies wept and shrieked, that it was pity to hear. And as soon
as Sir Bedivere had lost sight of the barge he wept and wailed, and so took the forest and
went all that night.
-Le Morde d’ Arthur by Thomas Malory
3. Two of the fairest stars in all the heaven, Having some business, do entreat her eyes.
To twinkle in their spheres till they return. What if her eyes were there, they in her head?
The brightness of her cheek would shame those stars, As daylight doth a lamp.
- Romeo and Juliet by William Shakespeare
4. People stank of sweat and unwashed clothes; from their mouths came the stench of
rotting teeth, from their bellies that of onions, and from their bodies, if they were no
longer very young, came the stench of rancid cheese and sour milk and tumorous disease.
-Perfume: The Story of a Murderer by Patrick Suskind)
5. "When the others went swimming my son said he was going in, too. He pulled his
dripping trunks from the line where they had hung all through the shower and wrung
them out. Languidly, and with no thought of going in, I watched him, his hard little body,
skinny and bare, saw him wince slightly as he pulled up around his vitals the small,
soggy, icy garment. As he buckled the swollen belt, suddenly my groin felt the chill of
death.
-E.B. White, "Once More to the Lake," 1941
V. Assignment
Look for the article “The Language of Heroes” by Monty Roberts. Write
the examples of imagery used in the article. Identify what sensory imagery it depicts.

Prepared by:

ANGELICA T. SENA
Teacher I