A Lesson Plan in English 8

A.Objectives:

Content Standards: The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with various reading styles vis-à-vis purposes of reading:
prosodic features that serve as carriers of meaning; ways by which information may be organized,
related, and delivered orally, and parallel structures and cohesive devices in presenting information.

Performance Standards: The learner transfers by comparing and delivering an informative speech
based on a specific topic of interest keeping in mind the proper and effective use of parallel structures
and cohesive devices and prosodic features, stance, and behavior.

Learning Competency and Code:

At the end of 60 minutes, the learners are expected to
Express appreciation for Sensory Images used EN8LT-Ic-2.2.1

Quarter: 1 Week: 6 Day: 26 Date: July 23, 2019

Grade and Section: 8-Aquamarine

B. Content:
Subject Matter: Sensory Images
Integration:
(Learning Area): Science
Strategies: Language Arts Activity
Materials: permanent marker and cartolina

C. Learning Resources:
References:
Voyagers in Communication – LM for Grade 8, p. 24 & 25
https://www.youtube.com/watch?v=vXXiyIGqliE
http://www.discoveryeducation.com/teachers/free-lesson-plans/the-incredible-human-body-the-five-
senses.cfm
https://study.com/academy/lesson/the-five-senses-their-functions.html

III- Procedures
A. Preparation
1. Prayer
2. Class Rules
3. Review
4. Presentation of Objectives

B. Lesson Proper
1. Motivation
The teacher will play a music video which serves as an energizer
(https://www.youtube.com/watch?v=vXXiyIGqliE). The students will follow the steps presented in the
video.
 D. Drill

IMAGING

This acticvity will encourage students to make use of their sense.

For five minutes, close your eyes and relax. Feel the tension, leave your shoulders down the rest of the parts to
your toes, then out. Imagine you are in the midst of a forest. You are surrounded by tall trees. Underneath you can
see an army of ants and other insects. What could they be communicating to each other? Remeber to note what you
can see, hear, feel smell and taste.

Open your eyes and visualize what you imagined earlier and share what you imagined you saw, hear, tasted,
touched and felt to the class.

E. During the Lesson

Let the learners watch a video on Imagery.

https://www.youtube.com/watch?v=A2WvUktcyP0;

https://www.youtube.com/watch?v=eoNl1Ue5ZtQ

Imagery

-literary term used for lamguage and description that appeals to our five senses.

When a writer attempts to describe something so that it appeals to our sense of smell,sight,taste, touch, or
hearing: he/she has used imagery.
Activity 1: Listen and Identify
To illustrate this lesson, we will be singing a song. But before that, look at the picture, read the caption and
the words of the chart. Try to predict what the song is about:

Born in New Orleans in 1901, Louis Armstrong was one of jazz's premier
performers. His success with the trumpet onstage made him become a figure of national
importance as an actor, spokesperson, comedian, and writer. When he died in 1971,
more than 25,000 people mourned "Satchmo”. Armstrong provided an insight into
African American culture over several decades and it had an important impact on 20th-
century American life.
What do you think is the connection of Louis Armstrong to our song for today? Can you guess the
title of the song? Now let’s listen and fill in the song using the words from the box.
learn – sacred – clouds – rainbow – bright – skies – roses – shaking – bloom –cry

What a wonderful world Sensory summary

I see trees of green, red (1) __________ too

I see ’em (2) __________ for me and for you
And I think to myself what a wonderful world.

I see (3) ________ of blue (4) ________ of white

(5)__________ blessed days dark (6)__________
nights
And I think to myself what a wonderful world.

The colors of a (7)___________ so pretty in the sky

Are also on the faces of people going by
I see friends (8)_________ hands sayin’ how do you
do
They’re really sayin’ I love you.

I hear babies (9)________ I watch them grow

They’ll (10)__________ much more than I’ll never
know
And I think to myself what a wonderful world

(instrumental break)

The colors of a _________ so pretty in the sky

Are there on the faces of people going by
I see friends _________ hands sayin’ how do you
do
They’re really sayin’ I love you

I hear babies _______ I watch them grow

you know their gonna learn
A whole lot more than I’ll never know)
And I think to myself what a wonderful world
Yes I think to myself what a wonderful world.

The students will identify the sensory images in the song.

 The class will be divided in 5 groups. Each group will choose a task picked from a box. Student’s performance
will be graded based on the provided rubric below.

Group 1: Compose a 5-line song and produce the sound indicated under the sound column.

Group 2; Do a vocabulary hunt and look for the synonyms and antonyms of the words under smell column.

Group 3: Tell a story using the description under the sight column.

Group 4: Demonstrate the feelings expressed by the words under the taste column.

Group 5: draw something that you can associate with the words under the touch column.
V- Evaluation

Directions: Identify the image Visual/sight, olfactory/smell, gustatory/ taste, auditory or kinesthetic. Write your
answer on the blanks before each number.

___________________1. The silence was broken by the screech of tires and the scraping of metal.

___________________2. When I bit into the lemon, its citrus flavor shocked my tongue.

___________________3. He whiffed the aroma of freshly brewed coffee.

___________________4. She gently stroked the cat’s silky fur.

___________________5. A host of golden daffodils; beside the lake, beneath the trees.

___________________6. The concert was so loud that her ears rang for days afterward.

___________________7. The sunset was the most gorgeous they’d ever seen; the clouds were edged with pink
and gold.

___________________8. After eating the curry, his breath reeked of garlic.

___________________9. The tree bark was rough against her skin.

__________________10. The familiar tang of his grandmother’s cranberry sauce reminded him of his youth.

VI- Assignment

Directions: Choose a song and write or print the lyrics in a short bond paper. Then highlight the sensory images.

Prepared by:
Teacher I

Checked by:

School Principal II